| 1. |
- Aries, Myriam, et al.
(author)
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Students in good mood appear slower and less accurate: A pilot study investigating dynamic lighting impact on students’ perception and performance
- 2019
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In: Proceedings of the 29th Session of the CIE. - Vienna : The International Commission on Illumination. - 9783902842749 ; , s. 1297-1304
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Conference paper (peer-reviewed)abstract
- Dynamic daylight can provide stimulation throughout the day. Since not all building spaces have access to enough daylight, electric lighting solutions can help substituting. The study investigated the effect of two opposite, daily dynamic light patterns to influence students’ mood and performance. In a mimicked open office space, 20 second-year students participated in a pilot study where they were exposed to light patterns changing in illuminance level over a day and filled out momentary assessments five times. Hierarchical Linear Models were employed to analyse the effect of light level as well as the timing of the exposure. Positive effects are shown for mood, but only for the pattern with a high morning light level. An afternoon boost may come too late to exert benefits. There are indications for performance-enhancing effects by use of dynamic light conditions, even though students seem to be slower and less accurate when in good mood.
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| 2. |
- Fischl, Géza, et al.
(author)
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Mapping architectural engineering students' learning in group design exercises
- 2018
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In: Proceedings of the 14th International CDIO Conference, Kanazawa Institute of Technology, Kanazawa, Japan, June 28 - July 2, 2018. - Kanazawa : Kanazawa Institute of Technology. - 9784906122530 ; , s. 849-859
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Conference paper (peer-reviewed)abstract
- Architectural engineering encompasses urban planning and architectural design exercises that are part of professional development In contrast to the engineering discipline, the regularity of well-defined familiar tasks does not predominate in a design studio. However, to be able to work along with a larger pool of professionals and increase the potential for creative problem solving it is imperative to provide an engineering education that challenges the conventions of its framework. Consequently, students encountering design problems without prior experience need to assume responsibility for their interpretation of the problems in which they are being challenged. The aim of this pilot study was to survey, describe and analyze the problem-solving approach among undergraduate students in relation to their control strategies and successive learning. The study was completed in Jönköping, Sweden. In an online survey (N=32) using convenience sampling, students' locus of control (LOC) as the measure for control strategies over their learning situation was assessed in three school years within the undergraduate program. Additionally, three focus group interviews were performed to shed light on how individual learning modes manifested on different LOC levels and in respective school years. Descriptive statistics showed a trend that students' LOC is moving from external to be more internal by the advancement in their studies. Accordingly, they would over time develop a preference for group design exercises that are more problem-oriented, rather than assignment-based, thus matching a more internal LOC. Although the trend was clear, statistically significant differences were not found between the measured variables (LOC, gender, age, school year: subject major), possibly due to the low sample size. The focus group interviews supported the trend, where students' initial frustration over unclear instructions and dependence on external control gradually shifts toward a more reflective attitude and a greater feeling of internal control, individual competence and professional development.
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