Daylighting and artificial lighting criteria that promote performance and optical comfort in preschool classrooms

Abstract

The objective of the present research is to determine those daylighting design strategies that may optimize the visual environment in preschool classrooms in the context of the climatic data of Greece, as well as to evaluate Climate Based Daylight Modeling metrics as an assessment tool during the daylighting design process. The research models a selected case study kindergarten, in which all six classrooms were evaluated via in situ inspections, as well as a set of Climate Based Daylight Modeling simulations, focusing on spatial Daylight Autonomy and Annual Sunlight Exposure metrics. Simulation results of the classrooms, revealed severe glare problems in five out of six classrooms with an Annual Sunlight Exposure (ASE) range from 17,5% to 64,1%. The proposed strategies associated with the positioning and dimensions of openings and the usage of external and internal shading devices showed a positive effect on glare reduction ranging from 64,1% to 6,7% (ASE). In order to provide a complete lighting design upgrading result, these simulations were then combined with dynamic artificial lighting installations, using Human Centric Lighting (HCL) techniques. The proposed strategies achieved compliance with green building certifications concerning lighting and good practices are presented based on a series of factors, which may be included in future norms.