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Subjective responses to daylight, sunlight, and view in college classrooms with windows.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Subjective responses to daylight, sunlight, and view in college classrooms with windows.
Author:	Kim, In-Kon.
Description:	219 p.
Notes:	Co-Chairs: Lester L. Boyer; Louis G. Tassinary.
Notes:	Source: Dissertation Abstracts International, Volume: 58-07, Section: A, page: 2425.
Contained By:	Dissertation Abstracts International58-07A.
Subject:	Architecture.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9800758
ISBN:	0591500612

Subjective responses to daylight, sunlight, and view in college classrooms with windows.
Kim, In-Kon.

Subjective responses to daylight, sunlight, and view in college classrooms with windows.[electronic resource] - 219 p.

Co-Chairs: Lester L. Boyer; Louis G. Tassinary.

Thesis (Ph.D.)--Texas A&M University, 1997.

In recent times, because of full air conditioning and permanent full or supplementary artificial lighting, the function of windows has changed in the United States. As a result of this change, the psychological aspects of the window functions are more important than the quantity of the light or ventilation provided by the window. The qualitative or psychological aspects of the window functions require a different window design from a design for the quantitative aspects of the window.

ISBN: 0591500612Subjects--Topical Terms:

208437
Architecture.

Subjective responses to daylight, sunlight, and view in college classrooms with windows.
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245 1 0 $a Subjective responses to daylight, sunlight, and view in college classrooms with windows. $h [electronic resource]
300 $a 219 p.
500 $a Co-Chairs: Lester L. Boyer; Louis G. Tassinary.
500 $a Source: Dissertation Abstracts International, Volume: 58-07, Section: A, page: 2425.
502 $a Thesis (Ph.D.)--Texas A&M University, 1997.
520 # $a In recent times, because of full air conditioning and permanent full or supplementary artificial lighting, the function of windows has changed in the United States. As a result of this change, the psychological aspects of the window functions are more important than the quantity of the light or ventilation provided by the window. The qualitative or psychological aspects of the window functions require a different window design from a design for the quantitative aspects of the window.
520 # $a Sunlight might be welcomed by classroom occupants, unless sunlight reaches to the workplane and becomes a glare source. Many small windows are better for college classrooms than a few large windows. The many small windows might have occupants feel more alive and pleasant and increase the effect of view types.
520 # $a The attribution of view through the windows is the most important factor in window design for college classrooms. It is necessary that the orientation of the windows is decided by considering the outside view.
520 # $a The best window condition selected by participants in this study is eight small windows providing sunlight and a good view. The worst condition is two large windows providing daylight (no sunlight) and a poor view.
520 # $a The windows in the classrooms provide positive emotion to the classroom environment and serve to increase academic satisfaction with the classrooms. However, there is no difference between classrooms without the windows and with the windows which do not provide view and natural light. This result clearly shows the necessity of the windows in the college classroom.
520 # $a This study includes two separate experiments: the first experiment is to investigate the difference in psychological responses between windowless and window classrooms, and the second experiment is to investigate how different window configurations impact psychological responses.
520 # $a This study investigates the psychological effects of daylight, sunlight, and view provided by the classroom windows to provide the new design criteria for classroom windows.
590 $a School code: 0803.
650 # 0 $a Architecture. $3 208437
650 # 0 $a Psychology, Behavioral. $3 212473
650 # 0 $a Education, Higher. $3 179613
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710 0 # $a Texas A&M University. $3 212471
773 0 # $g 58-07A. $t Dissertation Abstracts International
790 $a 0803
790 1 0 $a Boyer, Lester L., $e advisor
790 1 0 $a Tassinary, Louis G., $e advisor
791 $a Ph.D.
792 $a 1997
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