Affective evaluation of the luminous environment in university classrooms

The results show that students' affective responses in the assessment of the luminous environment in their classroom can be explained through the following dimensions: Clear-efficient, Uniform, Cheerful-colourful, Warm-cosy, Surprising-amazing and Intense-brilliant. The relation of these dimensions to the tasks shows that the luminous environments in the classrooms need to be changed in accordance with the nature of the tasks. The environment should be different for the tasks groups of Writing-reading, Reflecting-discussing (for collaborative work) and Paying attention. It seems, therefore, that new classroom lighting guidelines, tailored to the new methodologies and technologies, are needed.