Literature review on unbalanced lighting in classrooms and its effect on student learning
Prapooja Kc
School of Computing and Engineering
Supervisors:
Dr Charlie Fu
School of Computing and Engineering
Dr Efcharis Balodimou
School of Computing and Engineering
The role of physical environmental factors in educational settings, particularly temperature, humidity, and air quality, has often overshadowed the critical importance of lighting. However, lighting significantly impacts student learning and teacher effectiveness, warranting deeper research. This literature review addresses the question: “How does unbalanced lighting in classrooms affect the cognitive and emotional outcomes of students and how unbalanced lighting environment can be improved with some feasible sustainable technologies?”
The review synthesises findings from over thirty peer-reviewed journal articles, conference papers, and empirical studies from the last two decades, focusing on the physiological and psychological effects of classroom lighting. The studies analysed were selected based on their examination of the intensity, distribution, and colour temperature of classroom lighting and their direct correlations with academic performance, concentration, and psychological well-being. Key databases used included PubMed, ERIC, Scopus, and Scholar.
Findings indicate that unbalanced lighting leads to reduced academic performance, increased fatigue, and heightened stress levels among students. For instance, inadequate lighting conditions were associated with a 20% decrease in reading speed and comprehension among elementary students and a 15% increase in error rates on math tests. Conversely, well-balanced lighting improved attention spans, mood stability, and overall academic engagement, with classrooms featuring adjustable lighting systems reporting a 25% improvement in student engagement and a 30% reduction in off-task behaviour.
The philosophical underpinning of this review is rooted in environmental determinism, suggesting that physical environments significantly influence human behaviour. This perspective guides the analysis of how lighting, as a fundamental aspect of the classroom environment, shapes educational outcomes.
The review concludes with a call for targeted research using experiments to further delineate the specific mechanisms through which lighting affects educational settings. It underscores the profound impact of balanced lighting on student well-being and academic achievement, advocating for its prioritisation in educational design and policy.