The impact of lighting on enhancing the productivity of high school students in the classroom at smart cities

Document Type : Original Article

Authors

1 university of Hertfordshire,, new capital

2 School of Creative Arts, The University of Hertfordshire, Egypt

3 Teacher Assistant at the School of Creative Arts, Interior Architecture and Design Department – University Of Hertfordshire - Global Academic Foundation

Abstract

Good lighting can improve concentration, lessen fatigue, and provide the best possible learning environment. Even though classroom design is acknowledged to be important, many educational institutions fail to consider how lighting affects student performance. Academic progress may be hampered by a lack of care which could lead to less-than-ideal learning environments. The purpose of this study is to investigate the connection between student productivity and various forms of classroom lighting. It specifically aims to ascertain how changes in artificial and natural light impact students’ general academic performance. For this investigation, a mixed-methods strategy was used. Standardized by research designs, participants then data collection and analysis. According to research, classrooms with natural light considerably increase student productivity when compared to those with only artificial illumination. Teachers observed better behavior and participation during lessons, while students reported higher levels of interaction and attentiveness in well-lit classrooms. By offering empirical data on how lighting affects student productivity, this study adds to the body of knowledge already in existence. To promote improved learning outcomes, it provides educators and leaders with useful suggestions for classroom design that give priority to efficient lighting options.

Keywords

Arab International Journal of Digital Art and Design
Volume 4, Issue 0 - Serial Number 2
Part 2 - Papers in English. "Special Issue of the Research papers of the International Conference: Green Design and Smart Cities"
March 2025
Pages 221-238

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