{"id":3318,"date":"2026-09-14T12:56:00","date_gmt":"2026-09-14T11:56:00","guid":{"rendered":"https:\/\/ls2026.aau.dk\/?page_id=3318"},"modified":"2026-09-15T09:00:59","modified_gmt":"2026-09-15T08:00:59","slug":"session_3-abstracts","status":"publish","type":"page","link":"https:\/\/ls2026.aau.dk\/?page_id=3318","title":{"rendered":"Session_3-Abstracts"},"content":{"rendered":"\n\n\nLighting Education and Pedagogy \u2014 Parallel Paper Session<\/title>\n<!--\n \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n PAPER SESSION 3 \u2014 Lighting Education and Pedagogy\n Light Symposium 2026 \u00b7 Thursday 10:00-12:00 \u00b7 Room C\n\n 1. Paste everything below the <\/style> tag into a Custom HTML\n block (or the whole file into a blank\/Elementor HTML template).\n 2. The <style> block is identical on all session pages, so it can\n also live once in Appearance \u2192 Customize \u2192 Additional CSS.\n 3. PREV \/ NEXT LINKS: two href=\"#\" placeholders sit at the bottom\n of the page. Replace them with your page addresses:\n previous Multisensory and Embodied Light Experience\n next Daylight, Energy and Sustainable Buildings\n Example: href=\"https:\/\/ls2026.aau.dk\/?page_id=1234\"\n 4. Abstracts only \u2014 no full papers are published here. If a PDF is\n ever cleared for publication, add this line inside .paper-meta:\n <a class=\"paper-pdf\" href=\"FILE-URL\">Download full paper (PDF)<\/a>\n No JavaScript is used \u2014 abstracts open with native <details>.\n \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n-->\n<link rel=\"preconnect\" href=\"https:\/\/fonts.googleapis.com\">\n<link href=\"https:\/\/fonts.googleapis.com\/css2?family=DM+Sans:ital,opsz,wght@0,9..40,300..700;1,9..40,300..700&family=DM+Serif+Display&display=swap\" rel=\"stylesheet\">\n<style>\n :root {\n --red: #b02525;\n --red-deep: #9f0000;\n --pink-soft: #ffe0e5;\n --pink-border: #ffb2bf;\n --ink: #1a1d23;\n --muted: #6b7280;\n --paper-bg: #ffffff;\n }\n * { box-sizing: border-box; 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cursor: default; }\n .paper-id { font-size: 0.76rem; color: var(--muted); letter-spacing: 0.04em; }\n\n \/* \u2500\u2500 prev \/ next \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 *\/\n .session-nav {\n display: flex; justify-content: space-between; gap: 14px;\n margin-top: 52px; padding-top: 26px; border-top: 2px solid var(--pink-border);\n }\n .session-nav a {\n font-size: 0.88rem; font-weight: 600; color: var(--red);\n text-decoration: none; max-width: 46%;\n }\n .session-nav a:hover { text-decoration: underline; }\n .session-nav .dir { display: block; font-size: 0.7rem; letter-spacing: 0.12em; text-transform: uppercase; color: var(--muted); margin-bottom: 4px; }\n\n @media (max-width: 640px) {\n .session-head { padding: 30px 22px 28px; }\n .paper { gap: 16px; padding: 24px 0; }\n .paper-num { min-width: 34px; font-size: 1.3rem; }\n }\n @media (prefers-reduced-motion: reduce) {\n * { transition: none !important; }\n }\n<\/style>\n\n\n<div class=\"session-page\">\n\n <nav class=\"crumb\" aria-label=\"Breadcrumb\">\n <a href=\"https:\/\/ls2026.aau.dk\/?page_id=93\">Programme<\/a> <span>\u203a<\/span> <span>Thursday \u00b7 Parallel Paper Sessions<\/span>\n <\/nav>\n\n <header class=\"session-head\">\n <p class=\"session-eyebrow\">Parallel Paper Session 3<\/p>\n <h1 class=\"session-title\">Lighting Education and Pedagogy<\/h1>\n <ul class=\"session-facts\">\n <li>Thursday<\/li>\n <li>10:00 \u2013 12:00<\/li>\n <li class=\"room\">Room C<\/li>\n <li>7 papers<\/li>\n <\/ul>\n <p class=\"session-desc\">\n How light is taught, and what students learn to see. The session covers simulated vision impairment, cross-disciplinary studio work, reading simulation data as spatial evidence, 1:1 daylight teaching and shared educational resources.\n <\/p>\n <p class=\"session-chair\">Session chair: <strong>To be announced<\/strong><\/p>\n <\/header>\n\n <p class=\"papers-label\">Presentations in this session<\/p>\n\n <!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 PAPER 01 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n <article class=\"paper\" id=\"paper-33\">\n <div class=\"paper-num\" aria-hidden=\"true\">01<\/div>\n <div class=\"paper-body\">\n <h2 class=\"paper-title\">Sensing Light Through Simulated Impairment: Pedagogy and Perception in Lighting Education<\/h2>\n <p class=\"paper-authors\">Miyoung Hong, Greg Guarnaccia<\/p>\n <details class=\"paper-abstract\">\n <summary>Abstract<\/summary>\n <div class=\"paper-abstract-text\">\n <p>Introduction<\/p><p>Lighting education typically teaches accessibility through standards, yet students rarely experience firsthand how people with vision impairments perceive the spaces they will design. While participatory research with visually impaired individuals remains the most direct path to understanding (\u00d8ien et al., 2023), simulation using wearable goggles can serve as a pedagogical starting point. Drawing on experiential approaches to lighting evaluation (Bille & S\u00f8rensen, 2007; Pallasmaa, 2012), this presentation reflects on a three-term initiative in which undergraduates used vision impairment simulation goggles to evaluate lighting in existing buildings. The protocol was developed with a technical committee member involved in standards for older adults and the visually impaired. Rather than claiming equivalence with lived experience, the work asks what structured simulation reveals about perceptual assumptions in commonplace lighting and material choices, and how it shapes students\u2019 capacity to design for sensory diversity.<\/p><p>Methods<\/p><p>Over three consecutive terms, student teams assessed multiple buildings, including academic, cultural arts, and public affairs facilities. Each participant navigated five space types (lobby, corridor, elevator, restroom, stairway) wearing goggles replicating glaucoma, hemianopsia, macular degeneration, and retinopathy, with an unimpaired control walk. Using a structured protocol, participants recorded visual symptoms, wayfinding detection, and perceptual reflections. As novice undergraduates, the protocol scaffolded systematic observation rather than expert assessment. The instructor synthesized reflections across all cohorts through thematic analysis, identifying recurring perceptual patterns across teams, terms, and building types.<\/p><p>Findings<\/p><p>Despite participants\u2019 novice status, five perceptual themes recurred across cohorts, buildings, and conditions. First, specular reflections from polished terrazzo, stainless steel, and glossy finishes transformed luminaires into sources of spatial confusion; in one building, overlapping reflections from a skylight, curtain wall, and electric lighting compounded this effect. Second, abrupt luminance transitions between daylit and electrically lit zones produced disorientation. Third, wayfinding signage was perceptually absent due to insufficient luminance contrast or material similarity with surroundings. Fourth, stairways produced the most acute distress: participants could not distinguish step boundaries, and a diagonal staircase with skylight glare induced dizziness even without goggles. Fifth, reflective metallic partitions in restrooms created disorienting light patterns. The consistency across independent cohorts suggests that novice evaluators, guided by structured protocol, can identify perceptual barriers that standard evaluation overlooks.<\/p><p>Discussion<\/p><p>This work does not replace participatory studies with people who live with vision impairments, which remain essential. What it offers is a pedagogical method that cultivates perceptual sensitivity among future designers. Before the simulation, students described glare abstractly; afterward, they articulated specific causal relationships between surface finishes, luminaire placement, and spatial disorientation. The findings point toward measurable parameters for future investigation: surface reflectance thresholds, luminance ratios at transition zones, and minimum contrast ratios for wayfinding. The collaboration between an educator and a standards committee member raises a further question: how might perceptual observations from simulation exercises inform the revision of recommended practices? Answering this requires understanding how post-occupancy simulation exercises can yield quantitative assessment methodologies that empower actionable design guidelines. Furthermore, consolidating this information could support photometric simulation models that allow designers during planning stages to calculate necessary thresholds and visually simulate results in the context of various vision impairments.<\/p><p>Conclusions<\/p><p>Vision impairment simulation, structured within a consistent pedagogical protocol, generates recurring observations about how lighting and material conditions create barriers for users with reduced vision. As a teaching method, it shifts student awareness toward sensory diversity. As a research method, it surfaces perceptual phenomena meriting further investigation through participatory methods, quantitative measurement, and dialogue with standards development. We welcome feedback from the LS2026 community on strengthening this approach.<\/p>\n <\/div>\n <\/details>\n <div class=\"paper-meta\">\n <span class=\"paper-id\">Abstract ID 33<\/span>\n <\/div>\n <\/div>\n <\/article>\n <!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 PAPER 02 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n <article class=\"paper\" id=\"paper-64\">\n <div class=\"paper-num\" aria-hidden=\"true\">02<\/div>\n <div class=\"paper-body\">\n <h2 class=\"paper-title\">Light, Space, and Style: Advancing Interdisciplinary Education Through Lighting Design<\/h2>\n <p class=\"paper-authors\">Jeannine Vail, Barbara Trippeer<\/p>\n <details class=\"paper-abstract\">\n <summary>Abstract<\/summary>\n <div class=\"paper-abstract-text\">\n <p>Since the early 1900s, when photographer Edward Steichen began manipulating light to enhance fabric and form (Khan, 2025), lighting has been an integral component in the presentation and perception of fashion, evolving from the department store to immersive runway environments and digitally enhanced retail experiences. While lighting shapes a garment’s color accuracy, texture perception, and garment quality, it also influences the spatial atmosphere and consumer behavior. Recognizing the need to prepare fashion and interior design students for inherently collaborative industry professions, this project proposes a cross-disciplinary pedagogical framework that combines fashion and interior design education through a lighting project.<\/p><p>With design education shifting toward interdisciplinary and experiential learning models, understanding how to develop and communicate a successful lighting design plan can empower design students to craft unique storytelling perspectives that have the potential to enhance the human experience, while recognizing lighting\u2019s role as a critical conceptual and technical design element. Effective lighting plays a key role in retail environments, where both fashion and interior design disciplines intersect. The interaction between light and textiles, through variables such as color temperature, rendering index, intensity, and direction, can enhance or distort how consumers understand products, either limiting or increasing consumer engagement. For interior design students, understanding the principles of light layering that support spatial hierarchy, circulation, and user experience is essential. For fashion design students, recognizing how lighting communicates their concept, creates desired moods, and strengthens brand identity extends their garment design into the environment. Bridging this gap strengthens the students\u2019 educational development and provides an opportunity to align pedagogical practices with industry realities.<\/p><p>The framework for this proposed cocurricular lighting project is grounded in the Cooperative Learning Model, which structures student learning around the principles of positive interdependence, individual accountability, promotive interaction, appropriate use of social skills, and group processing (Johnson & Johnson, 1989). Structuring the project through phases within a 16-week semester, fashion students first present their collection concepts and materials, followed by interior design students\u2019 space analysis and investigation of lighting strategies to complement the collection. Then, through iterative collaboration and lighting evaluations, students exchange feedback and refine their plans. The outcome is a comprehensive lighting design that enhances the visual and experiential qualities of the fashion collection while addressing technical and environmental aspects. This approach echoes professional practice by fostering communication, negotiation, and interdisciplinary problem-solving. The study aims to evaluate how cooperative, interdisciplinary learning enhances student understanding of lighting and its role in the retail environment. Employing a mixed-methods research approach with pre- and post-surveys, reflective student journals, observation, and industry feedback of project outcomes will assess learning outcomes and provide insight into student motivation, satisfaction, and understanding of complex design by drawing upon diverse skills and experiences.<\/p><p>References:<\/p><p>Khan, M. A. (2025, July 24). History: Project Runway. IES The Lighting Authority. https:\/\/ies.org\/lda\/history-project-runway\/<\/p><p>Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Interaction Book Company.<\/p>\n <\/div>\n <\/details>\n <div class=\"paper-meta\">\n <span class=\"paper-id\">Abstract ID 64<\/span>\n <\/div>\n <\/div>\n <\/article>\n <!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 PAPER 03 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n <article class=\"paper\" id=\"paper-66\">\n <div class=\"paper-num\" aria-hidden=\"true\">03<\/div>\n <div class=\"paper-body\">\n <h2 class=\"paper-title\">From Data Blindness to Simulation Literacy in Interior Lighting Education<\/h2>\n <p class=\"paper-authors\">Emre Dedekarg\u0131no\u011flu<\/p>\n <details class=\"paper-abstract\">\n <summary>Abstract<\/summary>\n <div class=\"paper-abstract-text\">\n <p>Light is a critical component of interior space, shaping how environments are perceived, used, and experienced. In design education, students are therefore expected to operate between two intertwined domains: imagining atmospheres and validating them through measurable performance. While this duality is widely acknowledged, the transition between \u201cfeeling\u201d light and \u201creading\u201d it remains pedagogically fragile.<\/p><p>In many studio settings, lighting simulation tools are introduced as instruments of verification. Students generate numerical outputs\u2014illuminance values, uniformity ratios, false-color maps\u2014intended to support their design decisions. However, these outputs do not automatically translate into understanding. Instead, a recurring gap emerges: while students can articulate strong conceptual intentions, they struggle to interpret simulation data with the same level of spatial reasoning. This suggests that students develop operational proficiency with simulation tools without developing the ability to design and evaluate light as a spatial phenomenon.<\/p><p>This paper examines this gap through a corpus of 63 undergraduate lighting design assignments, each consisting of a written report and a corresponding DIALux simulation model. The projects span multiple typologies, including offices, restaurants, healthcare units, and studios. A combined qualitative and quantitative content analysis was conducted to compare design narratives with simulated performance outputs, focusing on how students position, read, and evaluate numerical data.<\/p><p>The analysis shows that students are capable of constructing detailed scenarios, defining user needs, and describing atmospheric qualities. The breakdown occurs at the point where numerical data must be interpreted as spatial evidence. In other words, students can imagine light, but they do not consistently relate measured values to perceived brightness and visual performance.<\/p><p>The findings reveal a consistent pattern of what can be described as data blindness. Students frequently misplace calculation surfaces, such as evaluating task lighting at floor level even below, while still claiming adequate visual performance. Evaluation tends to rely almost exclusively on average illuminance values, with critical parameters such as minimum illuminance and uniformity either ignored or misunderstood. In several cases, extreme conditions \u2014such as near-zero uniformity , severe contrast, or critically low illuminance levels\u2014 were described as \u201cbalanced\u201d or \u201ccomfortable\u201d. False-color visualizations, rather than serving as diagnostic tools, often reinforced these misinterpretations.<\/p><p>These findings indicate a structural limitation in how simulation is positioned within design education. When numerical outputs are treated as confirmatory artifacts rather than evaluative evidence, the link between performance and spatial judgment remains weak. The paper therefore argues for a shift toward simulation literacy: training students to define measurement logic, prioritize relevant metrics, and critically interpret results as spatial evidence, thereby contributing to a more grounded understanding of light behavior in interior space and enabling more informed design decisions based on both perception and performance.<\/p>\n <\/div>\n <\/details>\n <div class=\"paper-meta\">\n <span class=\"paper-id\">Abstract ID 66<\/span>\n <\/div>\n <\/div>\n <\/article>\n <!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 PAPER 04 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n <article class=\"paper\" id=\"paper-92\">\n <div class=\"paper-num\" aria-hidden=\"true\">04<\/div>\n <div class=\"paper-body\">\n <h2 class=\"paper-title\">Situated learning to bridge measurable and experienced properties of daylight: A 1:1 experiential methodology for daylight education in architecture<\/h2>\n <p class=\"paper-authors\">Nanet Mathiasen<\/p>\n <details class=\"paper-abstract\">\n <summary>Abstract<\/summary>\n <div class=\"paper-abstract-text\">\n <p>Daylight is a fundamental component of architecture, shaping spatial perception, atmosphere, and human experience. Despite its importance, contemporary daylight education often prioritizes quantitative evaluation methods, such as simulations, calculations, and performance metrics, while placing less emphasis on the experiential and perceptual qualities of daylight. This paper investigates how a 1:1 experiential teaching methodology can contribute to students\u2019 understanding of architectural daylight design and serve as a bridge between qualitative experience and quantitative analysis. The study was conducted within the Master\u2019s Program in Lighting Design at Aalborg University and centered on a one-day teaching session held in the daylight study rooms at the Royal Danish Academy. Thirty students participated in a series of learning activities, including embodied exploration of daylight through varying window aperture configurations, guided observation and discussion, a lecture linking experience to daylight theory, and finally an authentic case study. Data were collected through participant observations, classroom discussions, and a questionnaire completed by all students. The pedagogical framework draws on theories on phenomenology, experiential learning, reflective practice, and situated learning. Findings indicate that students responded most positively to activities involving direct engagement with daylight phenomena and the application of knowledge in real architectural settings. Students valued opportunities to observe, move through, and interpret daylight conditions firsthand, suggesting that embodied experience supported both engagement and understanding. The findings demonstrate that experiential daylight pedagogy can provide a meaningful foundation for learning about daylight design. While experiential methods do not replace quantitative tools, they help students understand the spatial realities that daylight metrics seek to describe. This paper argues that qualitative and quantitative approaches should be viewed as complementary rather than competing forms of knowledge. By enabling students to experience daylight before analyzing it, 1:1 learning environments strengthen the connection between perceptual understanding, architectural reasoning, and measurable daylight performance.<\/p>\n <\/div>\n <\/details>\n <div class=\"paper-meta\">\n <span class=\"paper-id\">Abstract ID 92<\/span>\n <\/div>\n <\/div>\n <\/article>\n <!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 PAPER 05 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n <article class=\"paper\" id=\"paper-122\">\n <div class=\"paper-num\" aria-hidden=\"true\">05<\/div>\n <div class=\"paper-body\">\n <h2 class=\"paper-title\">Lighting Design Education Portal<\/h2>\n <p class=\"paper-authors\">Seunghae Lee<\/p>\n <details class=\"paper-abstract\">\n <summary>Abstract<\/summary>\n <div class=\"paper-abstract-text\">\n <p>Rapid advancements in lighting technologies, digital controls, and sustainability standards have significantly transformed contemporary lighting design practice. However, the pace of innovation in the lighting industry often exceeds the rate at which educational resources such as textbooks and course materials are updated. As a result, lighting design education frequently struggles to expose students to current professional practices, emerging technologies, and the full lifecycle of lighting design projects. This gap raises an important pedagogical question: how can design education effectively integrate rapidly evolving professional knowledge while expanding access to up-to-date learning resources beyond individual classrooms?<\/p><p>This paper presents the development and early implementation of a digital platform designed to integrate professional project documentation into lighting design education as an open educational resource. The portal provides students, educators, and other learners with curated access to contemporary lighting design strategies, technologies, and project data derived from professional practice. By organizing real-world lighting design documentation into a searchable and structured format, the platform aims to broaden access to current professional knowledge and support case-based learning in lighting education.<\/p><p>The portal was developed as part of a grant-supported instructional initiative and initially implemented within an undergraduate lighting design course in an interior design program. The course serves as a testing environment for evaluating how digital knowledge platforms can support new instructional approaches that combine curated professional documentation with experiential learning. While the course provides the initial context for development and testing, the long-term objective of the portal is to function as a publicly accessible educational resource that can support lighting education across multiple programs and institutions.<\/p><p>The portal allows users to retrieve information through categories such as project type, lighting strategy, and spatial typology. Professional lighting design projects are archived and organized into case-based learning modules that illustrate the design process from conceptual development through installation and post-occupancy conditions. Professional project materials are curated annually through collaboration with industry practitioners and include floor plans, reflected ceiling plans, sections, lighting specifications, installation photographs, photometric data files, and energy performance documentation. These materials allow learners to analyze how lighting strategies respond to architectural constraints, user needs, sustainability goals, and technological considerations. The portal also introduces users to contemporary lighting technologies such as LED systems, advanced control strategies, and emerging networked lighting infrastructures.<\/p><p>To complement the digital resources, observational learning activities are incorporated into the pilot course through visits to completed lighting projects. Lighting design is inherently experiential, and the perceptual qualities of light\u2014such as distribution, color temperature, and color rendering\u2014cannot be fully understood through drawings alone. Observing installed lighting environments enables students to evaluate how design intentions are realized in built spaces and how lighting interacts with architectural materials and spatial conditions. These observations are documented and archived within the portal, allowing the resulting knowledge to extend beyond the initial course participants and contribute to the broader educational resource.<\/p><p>Preliminary observations from the pilot implementation indicate that access to curated professional project data helps students connect theoretical lighting concepts with real-world design applications. Students demonstrate increased awareness of contemporary lighting strategies and improved ability to interpret professional documentation used in practice. The portal structure also supports repeated reference to project examples, reinforcing case-based learning throughout the design process.<\/p><p>The Lighting Design Education Portal demonstrates a potential framework for integrating rapidly evolving industry knowledge into design education while expanding access to professional lighting design documentation as an open educational resource. By combining curated professional project data with experiential insights from built environments, the platform provides a scalable model for strengthening connections between academic instruction and professional practice in lighting design education.<\/p>\n <\/div>\n <\/details>\n <div class=\"paper-meta\">\n <span class=\"paper-id\">Abstract ID 122<\/span>\n <\/div>\n <\/div>\n <\/article>\n <!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 PAPER 06 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n <article class=\"paper\" id=\"paper-114\">\n <div class=\"paper-num\" aria-hidden=\"true\">06<\/div>\n <div class=\"paper-body\">\n <h2 class=\"paper-title\">Analogue and digital light sketching with scale models, 360\u00b0 photography and physically based rendering<\/h2>\n <p class=\"paper-authors\">Anette Kreutzberg, Karina Mose<\/p>\n <details class=\"paper-abstract\">\n <summary>Abstract<\/summary>\n <div class=\"paper-abstract-text\">\n <p>This paper examines how analogue and digital representation can support the integration of artificial lighting design in architecture and design education, focusing on light as an experiental phenomenon in early design. Building on earlier daylight studies, it synthesises three comparative projects investigating artificial light, transitions between daylight and artificial light, and object lighting. The projects compare full-scale settings with 1:10 and 1:20 scale models as well as photography and rendering. The methodology combines direct observation, 360\u00b0 photography, rendering, immersive viewing, calibration and iterative evaluation of intensity, contrast, light distribution, colour, shadow, atmosphere, and spatial scale. The studies indicate that LED-illuminated scale models can credibly represent artificial and mixed lighting when light sources, viewpoint, exposure, colour temperature, and materials are carefully calibrated. Photographed 360\u00b0 panoramas effectively register spatial light in all viewing directions and enable full-scale comparison in VR, while rendered 360\u00b0 panoramas depend on physically plausible materials, photometric lighting, camera settings, and experiential knowledge of real light behaviour. In teaching, the workflow connects perception, model experimentation, photography, VR, and rendering through reflection-in-action. The paper argues that representation is not merely documentation but an active design instrument for generating, testing, discussing and revising lighting alternatives. It offers a methodological and didactic framework for teaching light while emphasising critical visual literacy in relation to increasingly persuasive AI-enhanced renderings.<\/p>\n <\/div>\n <\/details>\n <div class=\"paper-meta\">\n <span class=\"paper-id\">Abstract ID 114<\/span>\n <\/div>\n <\/div>\n <\/article>\n <!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 PAPER 07 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n <article class=\"paper\" id=\"paper-31\">\n <div class=\"paper-num\" aria-hidden=\"true\">07<\/div>\n <div class=\"paper-body\">\n <h2 class=\"paper-title\">Light in Motion: Design, Research and Intuition in the Lighting of an Emergency Medical Vehicle<\/h2>\n <p class=\"paper-authors\">Rodrigo Eduardo Muro Avendano, Foteini Kyriakidou<\/p>\n <details class=\"paper-abstract\">\n <summary>Abstract<\/summary>\n <div class=\"paper-abstract-text\">\n <p>This paper is based on a finalized project that investigated the integration of artistic expression within a highly unconventional setting: the constrained, transient, and function-driven space of an ambulance. The project was developed within the framework of The Cultural Affairs Department of the Capital Region, in collaboration with the local ambulance services company, whose vision is to advance research on how art, sound and light influence the brain and cardiovascular system, and how these stimuli may contribute to health-promoting effects. The project adopted an interdisciplinary approach, integrating three complementary layers of artistic and sensory intervention: sound, visual art and light. The visual artist collaborated with the sound designers and the lighting designers, who are affiliated with academia. Our specific focus was to design the lighting condition in order to support the patient\u2019s well-being under conditions of emergency, stress, and anxiety, while simultaneously enhancing the operational effectiveness of paramedics during first-response procedures and patient transport. Within this framework, sound design, particularly through music, contributed to partially masking the sharp and potentially distressing qualities of the ambulance siren, thereby modulating the auditory environment. Visual artistic elements, applied to walls, windows, and ceiling surfaces, introduced referential and tactile dimensions that can influence the patient\u2019s perceptual and emotional state. Lighting, in turn, operated as the primary integrative medium, structuring the overall experience by mediating between these layers. Rather than competing with sound and visual art, the lighting strategy was conceived to support coherence, aiming to establish a calm, legible, and reassuring atmosphere. Crucially, the lighting design was developed under strict functional and safety requirements, informed by qualitative data gathered through interviews with ambulance personnel, as well as by analysis and quantitative data derived from the current ambulance environment. The design development followed a structured methodology that includes briefing, analytical assessment, design development, controlled laboratory testing, full-scale (1:1) on-board mock-up evaluations, and pilot implementation. Results showed an appreciation and desire for this permanent implementation from the working group. The lighting and sound solutions as well as the artistic elements are currently in the process of being incorporated into the next batch production of ambulances. The paper will demonstrate our lighting design process highlighting its theoretical and practical attributes, deepening on how the evidence-based lighting integration was implemented as a standard infrastructural component in future ambulance design and contributed in improving visual and emotional patient experience and paramedic working and affective conditions.<\/p><p>This paper is based on a finalized project that investigated the integration of artistic expresion within a highly unconventional setting: the constrained, transient, and function-driven space of an ambulance. The project was developed within the framework of the The Cultural Affairs Department of the Capital Region, in collaboration with the local ambulance services company, whose vision is to advance research on how art, sound and light influence the brain and cardiovascular system, and how these stimuli may contribute to health-promoting effects.<\/p><p>The project adopted an interdisciplinary approach, integrating three complementary layers of artistic and sensory intervention: sound, visual art and light. The visual artist collaborated with the sound designers and the lighting designers, who are affiliated with academia. Our specific focus was to design the lighting condition in order to support the patient well-being under conditions of emergency, stress, and anxiety, while simultaneously enhancing the operational effectiveness of paramedics during first-response procedures and patient transport.<\/p><p>Within this framework, sound design, particularly through music, contributed to partially masking the sharp and potentially distressing qualities of the ambulance siren, thereby modulating the auditory environment. Visual artistic elements, applied to walls, windows, and ceiling surfaces, introduced referential and tactile dimensions that can influence the patient\u2019s perceptual and emotional state. Lighting, in turn, operated as the primary integrative medium, structuring the overall experience by mediating between these layers. Rather than competing with sound and visual art, the lighting strategy was conceived to support coherence, aiming to establish a calm, legible, and reassuring atmosphere.<\/p><p>Crucially, the lighting design was developed under strict functional and safety requirements, informed by qualitative data gathered through interviews with ambulance personnel, as well as by analysis and quantitative data derived from the current ambulance environment. the design development followed a structured methodology that includes briefing, analytical assessment, design development, controlled laboratory testing, full-scale (1:1) on-board mock-up evaluations, and pilot implementation. Results showed an appreciation and desire for this permanent implementation from the working group. The lighting and sound solutions as well as the artistic elements are currently in the process of being incorporated into the next batch production of ambulances.<\/p><p>The paper will demonstrate our lighting design process highlighting its theoretical and practical attributes, deepening on how the evidence-based lighting integration was implemented as a standard infrastructural component in future ambulance design and contributed in improving visual and emotional patient experience and paramedic working and affective conditions.<\/p>\n <\/div>\n <\/details>\n <div class=\"paper-meta\">\n <span class=\"paper-id\">Abstract ID 31<\/span>\n <\/div>\n <\/div>\n <\/article>\n\n <!-- Replace each href=\"#\" below with the WordPress page address -->\n <nav class=\"session-nav\" aria-label=\"Session navigation\">\n <a href=\"https:\/\/ls2026.aau.dk\/?page_id=3314\"><span class=\"dir\">\u2039 Previous session<\/span>Multisensory and Embodied Light Experience<\/a>\n <a href=\"https:\/\/ls2026.aau.dk\/?page_id=3322\" style=\"text-align:right\"><span class=\"dir\">Next session \u203a<\/span>Daylight, Energy and Sustainable Buildings<\/a>\n <\/nav>\n\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Lighting Education and Pedagogy \u2014 Parallel Paper Session 01 Sensing Light Through Simulated Impairment: Pedagogy and Perception in Lighting Education Miyoung Hong, Greg Guarnaccia Abstract Introduction Lighting education typically teaches …<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":3330,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-3318","page","type-page","status-publish","hentry"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO 4.9.9 - aioseo.com -->\n\t<meta name=\"description\" content=\"Lighting Education and Pedagogy \u2014 Parallel Paper Session 01 Sensing Light Through Simulated Impairment: Pedagogy and Perception in Lighting Education Miyoung Hong, Greg Guarnaccia Abstract Introduction Lighting education typically teaches accessibility through standards, yet students rarely experience firsthand how people with vision impairments perceive the spaces they will design. 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