The best college classroom light environments have changed: Attributed to the public health issue of decreased sensitivity to students’ eyesight

Abstract

Investigating human responses to light stimuli provided an essential foundation for optimizing illumination design and lighting environment. The aim of this study was to establish the mechanism by which the ocular physiological level of college student populations influences the perception of artificial light environments in the classroom, incorporated retinal light sensitivity into the relationship with classroom lighting and visual-perceptive performance. Initially, participants' retinal light sensitivity was measured, followed by visual-perceptual experiments. Subsequently, the generalized estimating equations method was employed to study the rules of visual-perceptual performance under various lighting conditions across typical classroom behavioral modes. Finally, the direct mappings were established through the structural equation modeling. Key findings included: (1) retinal light sensitivity significantly influenced visual-perceptual performance under classroom lighting conditions, especially task completion (visual comfort: 27.59–42.11%, task completion: 12.16–51.19%); (2) the generalized decline in light sensitivity among college students notably negatively impacted their visual-perceptual performance; and (3) predictive models for visual-perceptual performance, factoring individual light sensitivity, were established for three typical visual behaviors. This newfound understanding offers guidance for tailored lighting designs for specific populations and behaviors, ultimately aiding the advancement of high-quality lighting environments prioritizing visual health and work efficiency.