Visual comfort assessment of daylit and sunlit areas: A longitudinal field survey in classrooms in Kashan, Iran

Sepideh S Korsavi,Zahra S Zomorodian,Mohammad Tahsildoost

doi:10.1016/j.enbuild.2016.06.091

Sepideh S Korsavi, Zahra S Zomorodian + Show 1 more

Open Access

https://doi.org/10.1016/j.enbuild.2016.06.091

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Abstract

Visual comfort in schools enhances not only health and wellbeing, but also satisfaction and therefore learning and visual performance. This research aims at testing students’ evaluations on visual comfort through questionnaires in daylit and non-daylit areas in classrooms. Dynamic daylight metrics including Spatial Daylight Autonomy (sDA) and Annual Sunlight Exposure (ASE), codified in LEED v4, are calculated and compared to students’ evaluations. A typical high school in Kashan was selected in which subjective and field measurements were carried out simultaneously in two different oriented (south and north) classrooms during a school year (2014–2015).Simulation results show that 71% of the space in south facing classroom and 20% of the space in north facing classroom receives adequate amount of daylight while 29% of the space in south facing classroom and 0% of it in north facing classroom receives excessive amount of sunlight. According to simulations, each classroom has been divided into daylit and sunlit areas, in which students’ assessments about daylight and sunlight have been separately analyzed based on their position. Comparing simulation and survey results show that while students’ evaluation about daylight availability in daylit areas is mostly positive, daylight uniformity is not considered “enough” in these areas. Moreover, students’ impression about daylight availability in non-daylit areas is rather neutral and more optimistic than simulation results. More interestingly, most students in both sunlit and non-sunlit areas of classrooms do not feel much direct sunlight and glare. In fact, questionnaires’ results show a wider range of sunlight acceptance in south facing classroom and visual comfort in north facing classroom than simulation results. According to the results non-daylit areas or sun-lit areas defined by dynamic metrics would not necessarily cause visual discomfort, suggesting that some other factors (e.g., view, configurations of windows, expectations and region) can change the degree of comfort experienced in each space.

Highlights

According to the fact that pupils spend about 30% of their time in schools, there is a necessity to enhance visual comfort in such buildings [1]
The comparison between measured days and simulated results shows that mean bias error lies in the acceptable limit which verifies simulations with measurements
Comparing simulation results when considering occupied time or the whole year shows a noticeable difference in the amount of annual metrics in south facing classroom where spatial Daylight Autonomy (sDA) decreases to 44% and Annual Sunlight Exposure (ASE) increases to 43%

Summary

Introduction

According to the fact that pupils spend about 30% of their time in schools, there is a necessity to enhance visual comfort in such buildings [1]. Daylighting as a visual sensory element [2] of schools plays a substantial role in achieving comfort. Task involvement, productivity [3,4], sense of wellbeing, mood and health, comfort, perceptions of space, emotions, students’ experiences, and behaviors [2]. Daylight can be defined as the way natural light and building design affect each other to achieve good comfort level in physical environments [5]. In order to assess different aspects of daylight more reliably, scholars take advantage of both static and dynamic metrics [6]

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