Comparative analysis of light environment perception, eye movement and physiology in university professional classroom based on virtual reality experiment

Abstract

In this study, virtual reality technology was used to simulate the virtual scene of three common light environment forms of professional classrooms in universities. The experimental results show that people’s environmental perception is related to the average pupil diameter, saccade frequency, high frequency/low frequency (LF/HF) and skin conductance change rate in a combined light environment; moreover, when the colour temperature is 4500 K, the space is brighter, more spacious, more relaxed and the willingness to learn is stronger. In the range of 22.4°C–25°C, temperature does not affect people’s perception of the warm feeling of the light environment, while the light colour temperature has a greater impact on people’s perception of the warm feeling. The lower the light colour temperature is, the warmer people feel subjectively. However, people’s eye movement behaviour and physiological system data have no obvious perception of colour temperature changes. Indoor noise affects the indoor brightness perception to some extent. In the range of 43–46.9 dB, with the increase of noise value, the evaluation score of people’s brightness perception basically increases. In terms of learning psychological state, the more comfortable the light environment is, the stronger the willingness to learn and the higher the learning enthusiasm.

Using data matching to compare subjective assessments of daylighting environments between Singapore and Nanjing

“…[1][2][3] Of greater significance, lighting quality could affect students' performance and well-being in both short-term and long-term, 4 which have been explored by multiple studies. [5][6][7] By comparing over 10,000 students' outcomes of the Iowa Test of Basic Skills from 71 schools, Tanner 5 found that daylight had significant effects on students' variance in Science and Reading vocabulary scores. A positive relationship was found between students' performance scores and design factors associated with daylight, including the type of window shading, percentage of window facing south, window glazing and the window-tofloor area ratio.…”