| 摘要: |
| 设计类教室对照明环境的要求不同于传
统教室。但是，目前设计类教室还基本按照普通
教室的光环境进行设计，同时存在学生对照度水
平设计满意度低的问题。为提高设计类教室学生
的学习效率和舒适度，确定设计类教室适宜的照
度水平,本研究在重庆大学B区第二综合楼建筑学
专业教室中安装LED灯具，并在不同照度水平条
件下（125 lx、300 lx、500 lx、750 lx、1 000 lx）
进行视觉作业实验。每组实验过程中被试需完成
一系列纸质作业量表，实验后被试填写主观舒
适度评价量表，实验前后采集被试的血压、心率
和体温三项生理指标，并全程记录被试的面部
表情视频。通过分析不同照度水平条件下被试的主观舒适度评价、作业绩效、生理指数变化率和面部情绪，结果表明：750 lx照度水平下，被试
的视觉作业准确率最高，500 lx照度水平下，完成视觉作业速度最快，综合绩效最高；750 lx照度
水平下，实验前后被试的生理指数变化率最低，学习状态最轻松；1 000 lx照度水平下，被试面部
愉悦情绪值占比最高，750 lx照度水平下，面部厌恶情绪值占比最低；主观舒适度评价随着照度升
高而增加，750 lx照度水平下，学习状态主观评价得分最高。因此，综合学习效率和舒适度，对于
设计类教室而言，750 lx是较为适宜的照度水平。本文的研究能为设计类教室光环境的相关研究
提供参考。 |
| 关键词: LED 设计类教室 照度水平 学习效率 舒适度 |
| DOI：10.13791/j.cnki.hsfwest.20230608 |
| 分类号: |
| 基金项目:国家重点研发计划资助项目（2018YFC0705100）；
国家自然科学基金项目（51708055）；重庆大学实验
室技术安全研究项目（syaq202301003） |
|
| Study of the Effect of Different LED Illumination Levels on Students’ Learning Efficiency and Comfort in Design Classrooms |
|
LIANG Shuying,YANG Yi,WANG Wenxuan,FU Sanchao,BAI Yuzhu
|
| Abstract: |
| Design classrooms have different requirements for lighting environments than traditional
classrooms. Compared with traditional classrooms, students in design classrooms have more fixed
seats, longer learning periods, and more diverse learning behavior patterns. This means that in
design classrooms, where students are required to perform close, long-term, high-intensity visual
assignment activities, the visual tasks are complex and heavily loaded, and they face a greater risk
of visual fatigue. However, at present, design classrooms are still fundamentally designed based on
the light environment of the average classroom, and students have low satisfaction with the design
of illumination levels. This shows that the illumination level of 300 lx in ordinary classrooms cannot
meet the visual requirements of students. Therefore, additional in-depth research is needed to
determine the appropriate illumination level for design classrooms.
To improve the learning efficiency and comfort in design classrooms, this study sets up LED
lighting conditions with different illumination levels (125 lx, 300 lx, 500 lx, 750 lx, 1 000 lx) in the
architecture design classroom on the 17th floor of the second comprehensive building in B District of
Chongqing University，and conductes visual work experiments under different illumination levels.
The experiment uses the measurement of objective physiological index, subjective psychological
sensation questionnaire, visual task test and facial expression video collection, analyze the change
rate of physiological index, subjective comfort evaluation, job performance and facial emotion
of subjects under different illumination levels, and discusses the relationship between different
illumination levels, comfort level and learning efficiency of design classrooms. The subjective
psychological sensation questionnaire consists of three parts: basic information, subjective comfort
evaluation, and learning status evaluation. The evaluation of subjective comfort uses the five
measures of brightness, fatigue, color rendering, relaxation, and pleasure, and the self-evaluation
of learning status uses seven-level Likert scale. The objective physiological indexes include blood
pressure, body temperature and heart rate. The PG-800A3 is an automatic wrist blood pressure
monitor that measures changes in heart rate and blood pressure, and a non-contact thermometer
that measures changes in body temperature. The visual task test consists of three paper task scales:
pointer recognition test, general attention test, and Stroop color-word test. The facial emotion test isperformed by collecting the entire facial video data of the subject using a camera, and then using FaceReader to analyze the psychological state of the facial
expression video images to capture the subject’s emotional changes. Based on the completeness of the experimental data and taking into account the male to-female ratio, data from 12 subjects is selected for analysis, including six males and six females. The experiment is conducted in March 2022 and lasted for
20 days, from 7:00 to 9:00 p.m. every day. During the experiment, try to ensure that the lighting conditions in the classroom are uniform. The illuminance
is adjusted through the mobile APP, and the real-time illuminance is measured with the XYI-III full digital illumination meter to ensure the stability of the
experimental illuminance. Before and after each experiment, three physiological indexes of subjects are collected. In each group of experiments, subjects
need to complete the paper task scale. After the experiment, subjects fill in subjective comfort evaluation scales. Video of subjects’ facial expressions is
recorded throughout the experiment. The total duration of a single experiment is about 20 mins.
In this study, 60 valid data groups are collected. Each group of data includes physiological index change data twice, job performance data once,
subjective comfort evaluation data once, and facial expression data once. By analyzing the physiological index change rate, job performance, subjective
comfort evaluation and facial emotion of subjects under different illumination conditions, the results show that: the subjects’ job performance is the highest
under 500 lx illumination level, followed by 750 lx illumination level, and the lowest is under 125 lx illumination level; the subjects’ physiological index
change rate is the weakest before and after the experiment under 750 lx illumination level that means the learning state is the most relaxed, the highest rate
of change in physiological indexes is at the 300lx illumination level; subjective comfort scores increase with the increasing illumination level, the highest
personal evaluation score of learning state is at the 750 lx illumination level; subjects have the highest values of facial pleasure emotion at the 1 000 lx
illumination level and the lowest values of facial disgust emotion at the 750 lx illumination level. Therefore, for design classrooms, 750 lx is an appropriate
illumination level for comprehensive learning efficiency and comfort. This study conducts a preliminary experiment on the learning status of students
during paperwork and design specialty classrooms with the same orientation layout in terms of illumination changes. However, the space layout of the design
classroom and the students’ learning mode are diverse, and further research should be conducted from the aspects of space layout, light source illumination
direction, color temperature and so on. The relevant research in this paper can provide reference for the research of design classroom light environment. |
| Key words: LED Design Classroom Illumination Level Learning Efficiency Comfort |
