Search Results (167)

Light is a powerful environmental factor with proven effects on human cognitive activity. This study investigated the effects of two types of light—LED with an enhanced long-wavelength spectrum and classic fluorescent—on concentration and attention of undergraduate students. Concentration was assessed through EEG, while attention was evaluated using d2 and TP psychometric tests. The experiment was carried out in a classroom equipped with both lighting systems, with each participant completing two testing sessions under different light conditions, separated by at least seven days to allow for washout. Results showed that during the first administration, LED lighting supported better performance across both EEG and psychometric measures compared to fluorescent light, suggesting enhanced concentration and attention. By the second administration, these differences were less evident, likely due to learning and task familiarization effects. Nonparametric ANOVA-type analyses further indicated that the effect of lighting on performance depended not only on the light type but also on the order of exposure, with students who switched from fluorescent to LED showing improvement, whereas the reverse sequence was associated with a decline. Overall, the findings suggest that LED lighting enriched in warm tones may positively influence attention and concentration, though results should be viewed as exploratory due to the small sample size. Full article

Universities continue to offer international students opportunities to study abroad and gain an education in a highly ranked, world-recognised system, providing exposure to a broad cultural experience. While students cite that gaining exposure to a culturally different experience enhances study opportunities, there are also deeper considerations in globalised education. It is important to recognise that diverse classrooms may experience philosophical dichotomies. As business education across the world is increasingly using the United Nations Sustainable Development Goals (SDGs) to underpin programmes that also address sustainability, these dichotomies cannot be ignored. This paper explores how educators must be aware of how complex culturally referenced norms are questioned when SDGs are incorporated into programmes. Using an action learning cycle of observation, action, and results, and drawing upon the example of teaching ethics and SDGs to large cohorts of international university students, we explain how transformative learning can occur without students feeling judged for past practices and experiences that are situated in culturally accepted norms that breach the SDGs. This paper thus provides practical ideas for teaching SDGs and includes the importance of understanding culturally referenced norms in light of the SDGs when teaching international students. Full article

Indoor environmental quality is essential for pupils‘ health, comfort, and academic performance. However, recent studies indicate that indoor air quality (IAQ) in classrooms is often inadequate. This observational study examines the impact of three ventilation concepts on IAQ and thermal comfort under real-life school conditions: manual window airing combined with CO₂ traffic lights, decentralized mechanical ventilation, and centralized mechanical ventilation. Eight classrooms in three elementary schools were monitored from October 2023 to April 2024. Continuous long-term measurements covered CO₂, PM_2.5, VOCs, indoor air temperature, relative humidity and window opening states in the classrooms, and ambient data including PM_2.5 at each school. Significant differences were found in all five indoor parameters across the three ventilation concepts. The decentralized ventilation group achieved the lowest CO₂ concentrations (18–22% lower), while the window airing group showed the highest PM_2.5 levels (mean of 6 µg/m³) and the lowest temperatures (21% of the time below 20 °C). Relative humidity tended to be too low for all concepts, particularly with mechanical ventilation (medians below 40%). Windows in the window airing group were opened approximately twice as long. The findings highlight the benefits of well-operated mechanical ventilation systems and underscore the importance of user awareness and system management. Full article

Primary school students, as the main users of classrooms, are directly affected by the lighting environment, which not only affects their visual comfort but also their cognitive performance. This study investigated the effects of different correlated colour temperature (CCT) levels in classroom lighting on the cognitive performance of primary school students based on a multidimensional evaluation combining physiological signals (EEG and EDA) and subjective assessment. In this study, 53 subjects aged 10–13 years old from a primary school in Anshan City were used in a controlled experiment under five CCT conditions (3000 K, 4000 K, 5000 K, 6000 K, and 7000 K) at a constant illumination level of 500 lx. EEG and skin conductance (SC) signals were collected and subjective perceptions of visual comfort and fatigue were assessed while cognitive tasks were carried out. The results showed that students performed best cognitively at a colour temperature of 4000 K, with the lowest EEG absolute power (AP) (p < 0.01) and highest comfort (p < 0.05). Females were more sensitive to colour temperature changes and showed better cognitive performance in cooler colour temperature conditions, while male students performed better in warmer light conditions (p < 0.01). The above findings suggest that optimising the CCT of classroom lighting enhances students’ cognitive functioning and comfort, providing empirical support for lighting design guidelines in educational environments. Full article

Systems thinking (ST) is a foundational cognitive skillset to advance sustainability education but has not been well examined for learners prior to higher education. This case study research in rural middle schools in the Midwestern U.S. examines systems thinking outcomes of a place-based energy literacy unit focused on energy-efficient building design. The unit employs the science of energy-efficient, green buildings to illuminate the ways in which energy flows between natural and built environments. The unit emphasized electrical, light, and thermal energy systems and the ways these systems interact to create functional and energy-efficient buildings. This study focuses on three case study classrooms where students across schools (n = 89 students) created systems models as part of pre- and post-unit tests (n = 162 models). The unit tests consisted of student drawings, annotations, and writings, culminating into student-developed systems models. Growth from pre- to post-test was observed in both the identification of system elements and the linkages between elements. System elements included in the models were common classroom features, such as windows, lights, and temperature control, suggesting that rooting the unit in place-based teaching may support ST skills. Full article

Paraprofessionals play a crucial role in supporting both teachers and students within a classroom, even though the specifics of their duties vary. While their responsibilities involve supporting student achievement, research has shed light that many paraprofessionals feel unprepared for their responsibilities in the classroom. This study aimed to address a gap in the existing literature by exploring how a professional development program that mirrors the trainings special education teachers receive would impact paraprofessionals and help them feel more prepared for their responsibilities in the classroom. Employing a generic qualitative methodology, this study sought to capture the experiences of 43 paraprofessionals. Data collection involved an online open-ended questionnaire at the start and conclusion of the school year. The study’s outcomes revealed five patterns in the data: (a) paraprofessionals struggled with collaborating with classroom teams at the start of the school year, (b) paraprofessionals struggled with managing student behavior at the start of the school year, (c) professional development was helpful to most of the paraprofessionals, (d) professional development led to better preparedness to address challenging behavior, and (e) professional development led to better preparedness to address the instructional needs of students with disabilities. Following a thorough analysis and synthesis, these patterns were condensed into two general themes: the importance of professional development for paraprofessionals and the importance of presenting the professional development that teachers receive on a continuous basis to paraprofessionals as well. These findings are significant for school leaders and educators, as they highlight the importance of providing professional development to paraprofessionals while supporting students with disabilities. Full article

Background/Objectives: Despite its significant impact on learning, classroom acoustics and students’ hearing difficulties are often overlooked compared with more visible issues like lighting. Hearing loss—frequently underestimated and invisible—affects both students and teachers, potentially leading to fatigue, reduced participation, and academic challenges. The A.BA.CO. project in Italy was developed to address these issues by promoting improved classroom design, technological solutions, and better auditory communication accessibility in schools. Objective: This article presents the A.BA.CO. project, offering context and an overview of the preliminary analyses conducted by its multidisciplinary team. The goal is to share insights and propose organizational frameworks, technical solutions, and best practices concerning the hearing, communication, and auditory learning challenges experienced by students with hearing impairments. Results: The A.BA.CO. team’s analyses identified key barriers to inclusion for students with (or without) hearing impairments, such as poor classroom acoustics, excessive noise, and suboptimal seating arrangements. The project underscores the importance of improved acoustic environments and the integration of assistive technologies, including speech-to-text systems. The findings highlight the need for interdisciplinary collaboration to design accessible and inclusive educational settings for all learners. Conclusions: Embedding educational audiology within school systems—alongside enhancements in classroom acoustics and the use of assistive technologies and other technological solutions—is essential to ensure that all students, regardless of hearing ability, have equitable access to learning and full participation in educational life. Full article

This study assessed the baseline indoor environmental quality (IEQ) of secondary school classrooms in Tanzania by measuring temperature, relative humidity, noise, lighting, and indoor air quality. Objective measurements were conducted using calibrated sensors in 14 classrooms across five schools, with data collected during occupied school hours and additional noise measurements during unoccupied periods. All classrooms are naturally ventilated through operable windows and doors. The findings reveal a pattern of cumulative IEQ deficiencies: classroom temperatures frequently exceeded the recommended 20–24 °C range, reaching means as high as 30.4 °C, while relative humidity varied widely, with levels occasionally surpassing 65%. Noise levels consistently exceeded the World Health Organization (WHO)’s recommended 35 dBA threshold, with significant differences observed between occupied and unoccupied periods (p = 0.02). Light distribution was uneven, with significantly higher lux levels near windows than at classroom centers (p < 0.001), and artificial lighting was generally insufficient due to infrastructure limitations. Although CO₂ concentrations remained below the 1000 ppm threshold, indicating adequate ventilation, particulate matter levels were often elevated, with PM2.5 reaching up to 58.80 µg/m³ and PM10 up to 96.90 µg/m³, exceeding health-based guidelines. Together, these findings suggest that students are exposed to multiple environmental stressors that may impair health, comfort, and academic performance. This study provides a critical baseline for future research and context-specific interventions aimed at improving learning environments in Tanzanian schools and similar settings in East Africa. Full article

University classrooms, core to higher education, have indoor light environments that directly affect students’ learning efficiency, visual health, and psychological states. This study integrates parametric optical simulation and virtual reality (VR) to explore light environment perception in ordinary university classrooms. Forty college students (18–25 years, ~1:1 gender ratio) participated in real virtual comparative experiments. VR scenarios were optimized via real-time rendering and physical calibration. The results showed no significant differences in subjects’ perception evaluations between environments (p > 0.05), verifying virtual environments as effective experimental carriers. The analysis of eight virtual conditions (varying window-to-wall ratios and lighting methods) revealed that mixed lighting performed best in light perception, spatial perception, and overall evaluation. Light perception had the greatest influence on overall evaluation (0.905), with glare as the core factor (0.68); closure sense contributed most to spatial perception (0.45). Structural equation modeling showed that window-to-wall ratio and lighting power density positively correlated with subjective evaluations. Window-to-wall ratio had a 0.412 direct effect on spatial perception and a 0.84 total mediating effect (67.1% of total effect), exceeding the lighting power density’s 0.57 mediating effect sum. This study confirms mixed lighting and window-to-wall ratio optimization as keys to improving classroom light quality, providing an experimental paradigm and parameter basis for user-perception-oriented design. Full article

Lecture halls are characterized by large spatial dimensions, deep floor plans, and high occupant densities. Lectures are typically conducted using multimedia and blackboard-based teaching, placing higher demands on the indoor light and thermal environment compared to standard classrooms. This study aims to simulate the interrelationships between multiple building envelope parameters and building performance, in order to improve visual and thermal comfort while reducing energy consumption in cold-region lecture halls. Based on seven key envelope parameters—including openable window area ratio, west-facing window-to-wall ratio, exterior insulation thickness, shading element spacing, angle and width, and window glass type—a multi-objective optimization framework was established. The optimization process targeted three key performance indicators—useful daylight illuminance (UDI), energy use intensity (EUI), and thermal comfort percentage (TCP)—in the context of a stepped classroom. The results show that increasing the thickness of exterior insulation and reducing the width of shading components contribute positively to photothermal comfort without compromising thermal and visual performance. Compared with the baseline design, optimized schemes that incorporate appropriate west-facing window-to-wall ratios, openable window areas, insulation thicknesses, and external shading designs can reduce annual energy consumption by up to 10.82%, and increase UDI and TCP by 12.79% and 36.41%, respectively. These improvements are also found to be economically viable. Full article

Numerous studies have demonstrated that appropriate use of daylight in educational spaces significantly enhances students’ health and academic performance. However, classrooms in Tehran still suffer from considerable daylighting challenges. In many cases, desks near windows are exposed to excessive brightness, while areas farther from the windows lack adequate illumination. This often leads to the use of curtains and artificial lighting, resulting in higher energy consumption and potential negative impacts on student learning. Light shelf systems have been proposed as effective daylighting solutions to improve light penetration and distribution. According to previous research, three key parameters—geometry, depth, and surface reflectance—play a critical role in the performance of light shelves. However, prior studies have typically focused on improving one or two of these parameters in isolation. There is a lack of research evaluating all three parameters simultaneously to determine season-specific configurations for optimal performance. Addressing this gap, the present study investigates the combined effects of light shelf geometry, depth, and reflectance across different seasons and proposes a system that dynamically adapts these parameters throughout the year. In winter, the system also integrates photovoltaic panels to reduce glare and generate electricity for its operation. Simulation results indicate that the proposed system leads to a 21% improvement in Useful Daylight Illuminance (UDI), a 65% increase in thermal comfort, and a 10% annual reduction in energy consumption. These findings highlight the potential of the proposed system as a practical and energy-efficient daylighting strategy for educational buildings in sunny regions such as Tehran. Full article

Accurate illuminance measurements are critical in assessing lighting quality during post-occupancy evaluations, and traditional methods are labor-intensive and time-consuming. This pilot study demonstrates an alternative that combines high dynamic range (HDR) imaging with a low-cost proxy-Lambertian surface to transform image luminance into spatial illuminance. Seven readily available materials were screened for luminance uniformity; the specimen with minimal deviation from Lambertian behavior (≈2%) was adopted as the pseudo-Lambertian surface. Calibrated HDR images of a fluorescent-lit university classroom were acquired with a digital single-lens reflex (DSLR) camera and processed in Photosphere, after which pixel luminance was converted to illuminance via Lambertian approximation. Predicted illuminance values were benchmarked against spectral illuminance meter readings at 42 locations on horizontal work planes, vertical presentation surfaces, and the circulation floor. The average errors were 5.20% for desks and 6.40% for the whiteboard—well below the 10% acceptance threshold for design validation—while the projector-screen and floor measurements exhibited slightly higher discrepancies of 9.90% and 14.40%, respectively. The proposed workflow significantly reduces the cost, complexity, and duration of lighting assessments, presenting a promising tool for streamlined, accurate post-occupancy evaluations. Future work may focus on refining this approach for diverse lighting conditions and complex material interactions. Full article

In applied linguistics, teacher professional development and teacher autonomy have long been hot research topics. However, little attention has been paid to the issue of what attitudes teachers hold toward their professional development. Furthermore, it remains unknown whether teacher autonomy is influenced by the aforementioned attitudes. Under this circumstance, the current study attempts to explore what attitudes English as a Foreign Language (EFL) teachers hold toward their professional development and whether such attitudes influence teacher autonomy. For this purpose, we investigated 14 EFL teachers, using classroom observation, stimulated recall interview and semi-structured interview, respectively. The collected data were analyzed in light of the grounded theory, which gave rise to three main findings. First, the participants’ autonomy was positively correlated with their attitudes toward professional development. Second, most of the participants held a negative attitude toward their professional development. Third, the participants held conflicting opinions about the influence of in-service training on professional development. These findings indicate that EFL teachers’ professional identity is positively correlated with teacher autonomy. Moreover, the findings call for effective measures to improve EFL teachers’ attitudes toward their professional identity. Full article

Accurate recognition of student emotions in smart classrooms is vital for understanding learning states. Visible light-based facial expression recognition is often affected by illumination changes, making thermal infrared imaging a promising alternative due to its robust temperature distribution symmetry. This paper proposes CTIFERK, a thermal infrared facial expression recognition model integrating Kolmogorov–Arnold Networks (KANs). By incorporating multiple KAN layers, CTIFERK enhances feature extraction and fitting capabilities. It also balances pooling layer information from the MobileViT backbone to preserve symmetrical facial features, improving recognition accuracy. Experiments on the Tufts Face Database, the IRIS Database, and the self-constructed GUET thermalface dataset show that CTIFERK achieves accuracies of 81.82%, 82.19%, and 65.22%, respectively, outperforming baseline models. These results validate CTIFERK’s effectiveness and superiority for thermal infrared expression recognition in smart classrooms, enabling reliable emotion monitoring. Full article

This study analyzes the design and performance of artificial lighting in a classroom setting, focusing on the balance between photopic and melanopic illuminance to optimize both visual comfort and circadian well-being. A three-dimensional simulated room model is used to evaluate three luminaires with different spatial distribution curves and two white LEDs, cool (CCT 6487 K) and warm (CCT 2268 K). The assessment includes an analysis of photopic and melanopic illuminance at the corneal plane, E_v and mEDI, respectively, with particular emphasis on the impact of the luminaires’ spatial distribution and the spectral characteristics of the light. The results indicate that a Lambertian spatial distribution of light achieves the best balance between illuminance uniformity and visual comfort. Illuminance uniformity is calculated on the horizontal work plane at 0.80 m, in line with the nature of visual tasks in classroom settings, making it the optimal solution for the simulated scenario. The cool LED provides greater melanopic stimulation, which is ideal for cognitive activation in the morning. Conversely, the warm LED creates a more relaxing atmosphere with lower melanopic values, making it better suited for the evening. Furthermore, this study proposes a dynamic lighting system that adjusts the correlated color temperature throughout the day by modifying the spectral power distribution of the light to accommodate both visual and biological needs. This research highlights the importance of integrating photopic and melanopic lighting considerations in luminaire design, offering practical insights for creating flexible and health-promoting environments in real-world settings. Full article