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Publications (3 of 3) Show all publications
Soheilian, M., Moadab, N. H., Fischl, G. & Aries, M. (2019). Comparison of simulated energy consumption by smart and conventional lighting systems in a residential setting. In: : . Paper presented at CISBAT 2019, Climate Resilient Cities – Energy Efficiency & Renewables in the Digital Era, 4–6 September 2019, EPFL Lausanne, Switzerland. Bristol: Institute of Physics (IOP), 1343, Article ID 012155.
Open this publication in new window or tab >>Comparison of simulated energy consumption by smart and conventional lighting systems in a residential setting
2019 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This paper investigated and compared how the energy consumption of a conventional and Smart Lighting System (SLS) in a simulated residential setting is affected by different households’ arrangements and occupancy pattern. An agent-based simulation model of a one-bedroom apartment in Sweden was chosen for comparison with different scenarios. The result shows that the number of residents within an apartment does not necessarily lead to higher energy consumption. Further findings indicate that, even though it has standby energy consumption, SLS is more energy efficient compared to the conventional lighting system. Additionally, energy consumption during weekends was considerably higher than during weekdays.

Place, publisher, year, edition, pages
Bristol: Institute of Physics (IOP), 2019
Series
Journal of Physics, Conference Series, ISSN 1742-6588, E-ISSN 1742-6596 ; 1343
National Category
Energy Systems
Identifiers
urn:nbn:se:hj:diva-46893 (URN)10.1088/1742-6596/1343/1/012155 (DOI)2-s2.0-85076258088 (Scopus ID)
Conference
CISBAT 2019, Climate Resilient Cities – Energy Efficiency & Renewables in the Digital Era, 4–6 September 2019, EPFL Lausanne, Switzerland
Available from: 2019-11-25 Created: 2019-11-25 Last updated: 2020-01-02Bibliographically approved
Aries, M., Beute, F. & Fischl, G. (2019). Students in good mood appear slower and less accurate: A pilot study investigating dynamic lighting impact on students’ perception and performance. In: Proceedings of the 29th Session of the CIE: Washington D.C., USA, June 14 – 22, 2019, Volume 1 – Part 2. Paper presented at 29th Session of the CIE, Washington D.C., USA, June 14 – 22, 2019 (pp. 1297-1304). Vienna: The International Commission on Illumination, 1
Open this publication in new window or tab >>Students in good mood appear slower and less accurate: A pilot study investigating dynamic lighting impact on students’ perception and performance
2019 (English)In: Proceedings of the 29th Session of the CIE: Washington D.C., USA, June 14 – 22, 2019, Volume 1 – Part 2, Vienna: The International Commission on Illumination, 2019, Vol. 1, p. 1297-1304Conference paper, Published paper (Other academic)
Abstract [en]

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.

Place, publisher, year, edition, pages
Vienna: The International Commission on Illumination, 2019
Keywords
human centric lighting, learning environment, performance, tuneable lighting
National Category
Infrastructure Engineering
Identifiers
urn:nbn:se:hj:diva-45152 (URN)10.25039/x46.2019.PO117 (DOI)978-3-902842-74-9 (ISBN)
Conference
29th Session of the CIE, Washington D.C., USA, June 14 – 22, 2019
Available from: 2019-06-27 Created: 2019-06-27 Last updated: 2019-06-27Bibliographically approved
Fischl, G., Granath, K. & Bremner, C. (2018). Mapping architectural engineering students' learning in group design exercises. In: C. Bean, J. Bennedsen, K. Edström, R. Hugo, J. Roslöf, R. Songer & T. Yamamoto (Ed.), Proceedings of the 14th International CDIO Conference, Kanazawa Institute of Technology, Kanazawa, Japan, June 28 - July 2, 2018: . Paper presented at 14th International CDIO Conference, Kanazawa Institute of Technology, Kanazawa, Japan, June 28 - July 2, 2018 (pp. 849-859). Kanazawa: Kanazawa Institute of Technology
Open this publication in new window or tab >>Mapping architectural engineering students' learning in group design exercises
2018 (English)In: Proceedings of the 14th International CDIO Conference, Kanazawa Institute of Technology, Kanazawa, Japan, June 28 - July 2, 2018 / [ed] C. Bean, J. Bennedsen, K. Edström, R. Hugo, J. Roslöf, R. Songer & T. Yamamoto, Kanazawa: Kanazawa Institute of Technology , 2018, p. 849-859Conference paper, Published paper (Refereed)
Abstract [en]

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.

Place, publisher, year, edition, pages
Kanazawa: Kanazawa Institute of Technology, 2018
Series
Proceedings of the International CDIO Conference, ISSN 2002-1593
Keywords
locus of control, architectural-designer, learning outcomes, problem-solving, active learning
National Category
Architectural Engineering Learning
Identifiers
urn:nbn:se:hj:diva-46753 (URN)978-4-906122-53-0 (ISBN)
Conference
14th International CDIO Conference, Kanazawa Institute of Technology, Kanazawa, Japan, June 28 - July 2, 2018
Available from: 2019-10-31 Created: 2019-10-31 Last updated: 2019-10-31Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6867-4712

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