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Perceptual evaluation of light - going to the movies
In the quest to quantify the emotional part of human centric lighting solutions we need to involve the end users. But advanced lighting professional lingo could scare off anyone. So how can we evaluate lighting designs in a way that is easy to understand? To the researchers at Aalborg University it is simple: Let’s go to the movies!
”COULD YOU PLEASE DESCRIBE THE SOUND?”
”Do you recognize it?”
”Is it too loud – or maybe too low? ”
”How does it make you feel?”
To define, describe and compare different kind of sounds is quite easy, as we share a common understanding and vocabulary. That’s why user panels are common when designing different types of sounds and experiences. For example, the roaring engine of a prestige car is no coincidence. It's the result of the work of professional sound designers, and based on studies carried out in advanced sound laboratories. And this is why you – if you’re a car nerd – actually can identify different car brands from each other, only by hearing the sounds of their engines.
One of the most famous sound and vibrations experts is Danish Brüel & Kjær. Covering the full acoustic spectrum, Brüel & Kjær evaluates building acoustics, wind turbine noise, vibrations in car engines and mobile telephone sound quality. The company also has a close collaboration with DTU, The Technical University of Denmark, which has resulted in the university building one of the world’s most sophisticated laboratory facilities within audio research.
FROM SOUND TO LIGHT
Within audio research, there is a well-developed language that makes it easy for the common users to tell and evaluate their experience.
In lighting research, the situation is quite the opposite. The specialist language is advanced and the common user does not understand the terminology and cannot describe what they experience in the form of light levels, light distributions and color temperatures.
But now, a collaboration between DTU and Aalborg University, which is internationally renowned for its Lighting Design Master Programme, has changed the game plan. It all started with DTU reaching out to Aalborg University offering to share a new software for evaluating user experiences of sound. Would the Aalborg University be interested to adapt it, in order to create a new type of lighting evaluation?
”Of course, we were – the timing was just right”, explains Henrik Clausen, Director Education & Research at Fagerhult and Associated Professor at the Aalborg University Master Programme.
The initiative resulted in a research project conducted at Aalborg and led by professor Marc Fontoynont. Fagerhult has participated in the evaluation of the projects’ test room and has contributed with knowledge in research and tests.
"This gave us the possibility to navigate around the main obstacle: that you cannot separate the light from the light source, making the actual product or product design a factor that could affect the perception." Henrik Clausen, director of Fagerhult Lighting Academy
A PHOTO REALISTIC CINEMA EXPERIENCE
”We’ve used the latest technology to create a lighting research studio that offers the subjects of the test panel an IRL-experience. Different settings are projected on screens by the help of powerful high intensity projectors with excellent resolution and possibilities to create images that are completely realistic in colour and intensity. This makes it possible to create settings with different properties regarding luminance and lighting levels as well as the light’s colour temperature and colour rendering. It also gives us the possibility to navigate around the main obstacle: that you cannot separate the light from the light source, making the actual product or product design a factor that could affect the perception. Instead of traditional mock-ups we invite the subjects to this great cinema experience where you get caught up in the story”, says Henrik Clausen.
IT’S ALL ABOUT THE NARRATIVE
Actually, it is all about the narrative. During the different test sessions, the subjects are introduced to different lighting stories with focus on office environments. When telling a story about a day in the office, the subjects will experience different light settings presented with the various events. As the lighting scenery change they will answer the question: ”do you like this setting” with a simple ”yes” or ”no” on their electronic devices. The data are collected by the specially developed software that will create a real time algorithm for the most agreeable sceneries. This means that the subjects don’t have to be familiar with lighting terms to describe their experience, nor is it necessary to develop a ”lighting lingo” as the software will do the translation.
”NO LIMITS”
The research project has involved six different tests in collaboration with several leading lighting and architect companies. It has been a great success, and the plan is to investigate the possibility of building an advanced full-scale research and test laboratory that can offer its services to the industry. A place to go to evaluate a lighting design – from outdoors to indoors, from schools and offices to hospitals and private homes – or individual products. The cinema set up means no limits.
”The possibility to get immediate feedback on the changes taking place in the room is invaluable. This kind of lighting design laboratory could save a lot of time and money for lighting consultants and designers, architects, contractors and producers. In the end it will gain society as well as individuals. Customers and end-users will have the opportunity to say ”I don't like that – but I want this”, before anything is realized, meaning that we have an excellent opportunity to create lighting environments that are optimized right from the start. I also think that it will simplify the whole light planning procedure, cutting down the number of adjustments” Henrik Clausen muses.
”From a Fagerhult perspective this kind of r&d is in line with our very existence. Our competitive edge has always been our interest in, and deep knowledge about, human centric lighting designs. Lighting that does not only meet up to standard requirements but adds extra value regarding well-being and performance. This is a great opportunity to take our concept to the next level.”
TEXT AMELIE BERGMAN
PHOTO PATRIK SVEDBERG, PEXELS
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Lighting First Aid for the TikTok-generation
When lighting expert Shelley James realized how lockdown affects the wellbeing of kids and teenagers, she was shocked. Now she is joining forces with Fagerhult to improve the light health of the TikTok-generation. Nieces halo and amity are two of the most important people in Dr Shelley James’ life. ”They’re such an inspiration to me”, she laughs.With a PhD from the Royal College of Art and as an international expert on light and well-being (you might have seen her appearing on the award-winning BBC series ”Innovations that Changed the World” and on the webinar series the Neuroscience of Light) Shelley James has in-depth knowledge of how light affects our well-being through life. With her cheerful nieces around she has developed a deep commitment to improve the light health of teenagers. ”The adolescent brain is going through the most amazing process and it cannot be compared to the brain of a grown up. The connections between different parts of the brain are going through profound change, which is key to their health and happiness into adulthood and beyond. This, along with the rapid changes in their physical bodies, means that they need an hour more sleep than a ten year old”, Shelley James explains. ”In fact, the teenager’s circadian rhythm is running two hours late compared to an adult. That means that a 7am wake-up call for an adult feels like 5am for an adolescent. Might be good to know if you have teenagers around…” Img 1 ALARMING SITUATION This said, the access to daylight and high-quality artificial light at the right time of day – with the right colour and in the right amount – is crucial for the health of teenagers always. In times of lockdown Shelley James finds the situation alarming. Homeschooling has resulted in wrecked routines and young people spending their days in their rooms with drawn blinds in front of a computer screen. Many of them do not go outside for long periods, meaning they are not getting any daylight at all. ”When lockdown came, I saw how young people around me were living in dark rooms and working in weak flickering light on the kitchen table. I was shocked by how little they knew about how their bodies and minds were affected by this.” The common denominator between the rise in myopia, obesity, depression and learning difficulties among young people is the lack of good lighting, concludes Shelley James. ”We are already seeing problems with kids not getting enough sleep. When your body clock is not working properly it leads to struggles with obesity, mental health and concentration problems.” SIMPLE SOLUTIONS The good news is, that this can all be easily prevented, if only the teenagers themselves (and okay, their parents and teachers as well) had some basic lighting knowledge. It’s really simple, she says. ”Did you, for example, know that you don’t have to wear glasses just because your parents did? If you spend time outdoors, getting enough daylight when growing up, you can reduce the risk of ending up wearing glasses by up to 40 percent.” Another fun fact that teenagers would benefit from knowing is that you can actually boost your brain with 20 percent higher learning capacity – just by switching of lights and screens and go to bed at the proper hour. ”In 2021, lighting is quite different than in it used to be. I think it’s a wonderful thing that development in the electronics has reduced a lot of the flicker – and tunable light is opening the door to different light colours to improve our well-being”, says Shelley James. To take advantage of all opportunities offered, we have to raise the awareness among teenagers, their parents and scholars. And, maybe most important of all: we have to suggest practical solutions that are easy to understand and act upon. Img 2 THE BIRTH OF LUNA GOLIGHTLY Said and done. After teaming up with some of the leading researchers and manufacturers within the lighting field, Shelley James launched the Luna Project of which Fagerhult is a very proud sponsor. Her idea is to address teenagers directly, helping them to gain insights and take actions to improve their health and wellbeing. And of course she turned to beloved nieces Halo and Amity for advice. ”Teenagers are amazing, thoughtful, lively people with loads of intelligence. They easily absorb this kind of knowledge, but we have to understand that this is the TikTok-generation, and they do not respond to traditional tutorials. They do want information but they don’t want to feel like they are being ‘taught’”, she muses. Based on this insight ”Luna Golightly and the Fireflies” was born. Five short videos the fictional teenage girl Luna Golightly explains how young people can act ”light smart” in order to sleep better, prevent headache, improve their study results and even avoid wearing glasses. The videos are published on social media platforms like YouTube and TikTok. Of course, you can also find them at the Fagerhult website. Q Shelly INSPIRING KNOWLEDGE FOR ALL AGES The Luna Golightly videos are supplemented with interviews and tutorials with international scientists and lighting specialists explaining the facts behind the films, among others Henrik Clausen, director of Fagerhult Lighting Academy. ”This material works as an introduction to the subject for parents and teachers. The scientist interviews can also be used to introduce different topics and activities if you want to deepen the discussion when teaching or talking with your kids, explains Shelley James, admitting that Luna is a passion project of hers. ”As adults we are the guardians of these young minds – and they are growing up really fast! For all of us that are passionate about light and lighting I think this is a no-brainer. No matter if you’re a lighting specialist, a specifier or a buyer – first and foremost, we are all mothers and fathers, grandparents or uncles – and of course, aunts. It is time for us to remember who we are doing this for. Img 3 SOME FACTS ABOUT DR SHELLEY JAMES DR Shelley James is the founder of Age of Light Innovation.She holds a PhD from the Royal College of Art and is an international expert on light and well-being. Current clients include Glaxo Smithkline, The Royal Society of British Sculptors and Bristol University. She is a passionate advocate for public engagement with science. She is Associate Artist at King’s College London, has an ongoing Residency at the Bristol Eye Hospital and a Visiting Lectureship at the Royal College of Art.![Lifelong learning - a journey throughout life](https://www.fagerhult.com/cdn-cgi/image/width=540,quality=80,fit=crop,onerror=redirect/globalassets/global/_news/2020/lifelong-learning/library-header.jpg)
Lifelong learning - a journey throughout life
Lifelong learning concerns every individual’s opportunity – and responsibility – to continue developing and learning new things throughout life. However, how do we encourage lifelong learning once school is over? They say that you can’t teach an old dog new tricks, but current research disagrees. Research in lifelong learning has, for almost half a century, studied and examined learning throughout life. One researcher who’s studied the subject in greater detail is Professor Cecilia Bjursell of Jönköping University. – Lifelong learning is a holistic approach to education and learning which recognises learning in several different environments, Bjursell explains. The idea of lifelong learning is based on two principles: on the one hand that an individual continues learning throughout life, and on the other that learning doesn’t only take place within the bounds of formal education. Learning is just as likely to take place at work and in everyday life. School comprises extremely important preparation for lifelong learning. This is where we’re given the tools which enable us to continue our personal development in later life. Lifelong learning is also a hot topic internationally. Lifelong learning is included in the EU strategy for education and training until 2020, which “focuses on lifelong learning and mobility, the quality and efficiency of education, equality, and innovation”. The UN also underlines the importance of not neglecting our personal development. In 2015, the United Nations General Assembly adopted a decision on 17 Sustainable Development Goals (SDGs) in connection with its work on Agenda 2030. Goal 4 has a clear focus on education, wherein society shall “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Img 1 NEW TECHNOLOGY – NEW DEMANDS Historically, we have acquired our education at an early age, and we have then relied on that education throughout our working lives, perhaps with the odd course now and then. Today, we need to change this static view of learning. To develop, and remain a fully fledged member of contemporary society, we need to integrate continuous learning with everyday life. The technological developments seen in society drive our needs, and we need to update our skills to keep up. Consider, for example, learning how to use Zoom or a digital ID. We need to embrace new technologies and learn new things at all ages. – What’s new is that today lifelong learning is so clearly associated with higher education, says Bjursell. Interest in vocational courses is also increasing, a result of the increasing need for education across the board. Furthermore, research has shown that the higher your level of education, the easier it is to benefit from new courses. 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Once you’ve identified how you learn best, there are different methods for developing your learning, both at work and in life. You could start by learning about a subject you find interesting, and then build on that. Learning can take place anywhere, but first it must be enabled. – Mentoring and custom courses at the workplace are effective ways of encouraging learning at work, Bjursell explains. However, the person who is most knowledgeable about, say, LEDs, might not be best suited to be a mentor, although this is a skill which can be learned. We shouldn’t be blinkered and focus on just one skill – we need to see the entire breadth of skills which are needed. There’s a need to create an open learning environment at the company which can be developed. One thing you always need to keep in mind when planning a course is to adapt it to those who are taking it. Many of the participants might not have their own office or even their own email, they might have to take the course on their smartphone. Img 2 EXAMPLES OF LIFELONG LEARNING As with all development and change work, it’s a good idea to have both a plan and an objective. Write down what you want to learn, how you want to learn it and the aim of your new knowledge. Then, start on a small scale, expanding things as you go along. Examples of learning at work: GET A MENTORSomeone at your/another workplace who can reflect on the circumstances and events of your working life and profession. SHADOW A COLLEAGUE AT YOUR WORKPLACEAn easy way to learn more about other professions/other departments at your work, offering greater insight into the entire business. FEEDBACK FROM A COACH (COLLEAGUE/MANAGER)Ask one of your colleagues/managers for regular and honest feedback on your performance. JOB SWAP WITH ANOTHER WORKPLACESpeak to colleagues at other workplaces about the possibility of a job swap week. LEARNING IN THE RIGHT LIGHT Lighting and ergonomics are central to making a learning environment suited to everyone – from the very youngest at preschool, through the nearly 240,000 teachers at Swedish preschools, primary schools and secondary schools, to older students studying evening courses at university. All of them have their schools as a workplace, and they need to be able to adjust the lighting to best suit different learning situations. This includes, for example, being able to dim, control and change the colour temperature of the lighting, all of which aim to enhance and facilitate learning. 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