Illuminating the Effects of Dynamic Lighting on Student Learning
Mott, Michael S.
Robinson, Daniel H.
Rutherford, Angela S.
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Light is universally understood as essential to the human condition. Yet light quality varies substantially in nature and in controlled environments leading to questions of which artificial light characteristics facilitate maximum learning. Recent research has examined lighting variables of color temperature, and illumination for affecting sleep, mood, focus, motivation, concentration, and work and school performance. This has resulted in artificial light systems intended to support human beings in their actualization through dynamic lighting technology allowing for different lighting conditions per task. A total of 84 third graders were exposed to either focus (6000K-100fc average maintained) or normal lighting. Focus lighting led to a higher percentage increase in oral reading fluency performance (36%) than did control lighting (17%). No lighting effects were found for motivation or concentration, possibly attributable to the younger age level of respondents as compared with European studies. These findings illuminate the need for further research on artificial light and learning.