Acute effects of light during daytime on central aspects of attention and affect: A systematic review

Light regulates both image- and various non-image forming responses in humans, including acute effects on attention and affect. To advance the understanding of light's immediate effects, this systematic review describes the acute effects of monochromatic/narrow bandwidth and polychromatic white light during daytime on distinct aspects of attention (alertness, sustained attention, working memory, attentional control and flexibility), and measures of affect (self-report measures, performance-based tests, psychophysiological measures) in healthy, adult human subjects. Original, peer-reviewed (quasi-) experimental studies published between 2000 and May 2024 were included according to predefined inclusion and exclusion criteria. Study quality was assessed, and results were synthesized across aspects of attention and affect and grouped according to light interventions; monochromatic/narrowband-width or polychromatic white light (regular white, bright white, and white with high correlated color temperature (CCT)). Results from included studies (n = 62) showed that alertness and working memory were most affected by light. Electroencephalographic markers of alertness improved the most with exposure to narrow bandwidth long-wavelength light, regular white, and white light with high CCT. Self-reported alertness and measures of working memory improved the most with bright white light. Results from studies testing the acute effects on sustained attention and attentional control and flexibility were inconclusive. Performance-based and psychophysiological measures of affect were only influenced by narrow bandwidth long-wavelength light. Polychromatic white light exerted mixed effects on self-reported affect. Studies were strongly heterogeneous in terms of light stimuli characteristics and reporting of light stimuli and control of variables influencing light's acute effects.

Analysis of factors affecting visual comfort in hotel lobby

From the perspective of emotion, utilizing eye tracking technology, this paper proposes 12 different 3D hotel lobby models to investigate how would the light illuminance, wall color, decoration style and music genre affect the visual comfort specifically. The experiment results show that the illuminance of the lamp, the color of the wall, and the decoration style have a significant impact on visual comfort. The music genre would not affect consumer's visual comfort perception of lamp illuminance, wall color and decoration style. Normal illuminance brings the most comfort, followed by bright illuminance, and then dim illuminance; Warm color brings more comfort than cool color; and Chinese style lobby brings more comfort than European style.

A Creative Concept to empower office workers addressing work-related health risks

Among office workers, the sedentary work-related health challenges are mainly associated with the fact that they often sit for up to 10 hr a working day. Members of the Research Group conducted a research program to assist the office workers of an international telecommunication company's affiliate in Budapest to enhance comfort levels in the office work environment. The data collection included a Comfort Survey to reveal employees' sense of comfort related to Indoor Environmental Quality (IEQ) components and the characteristics of employees' feelings and behavior during working hours. Moreover, a measurement of IEQ components was carried out and focused on air quality, lighting, sound exposure and thermal comfort parameters. Based on the survey's results, a Creative Concept was developed to empower office workers to address work-related health risks, notably sedentary work risks. The Creative Concept consists of five elements: a Comfort Map as an IEQ-related application to select a suitable workplace, redesigning concepts to increase the use of lounges, a newly developed work pad to improve personal hygiene in an office environment, recommendations for creating a health-enabling work environment and a workplace training program to raise health awareness. After validation, our Creative Concept can function as a multi-component workplace health promotion method to offer assistance for a wide variety of offices to create a health-enabling working environment.

Mobile Sensing with Smart Wearables of the Physical Context of Distance Learning Students to Consider Its Effects on Learning

Research shows that various contextual factors can have an impact on learning. Some of these factors can originate from the physical learning environment (PLE) in this regard. When learning from home, learners have to organize their PLE by themselves. This paper is concerned with identifying, measuring, and collecting factors from the PLE that may affect learning using mobile sensing. More specifically, this paper first investigates which factors from the PLE can affect distance learning. The results identify nine types of factors from the PLE associated with cognitive, physiological, and affective effects on learning. Subsequently, this paper examines which instruments can be used to measure the investigated factors. The results highlight several methods involving smart wearables (SWs) to measure these factors from PLEs successfully. Third, this paper explores how software infrastructure can be designed to measure, collect, and process the identified multimodal data from and about the PLE by utilizing mobile sensing. The design and implementation of the Edutex software infrastructure described in this paper will enable learning analytics stakeholders to use data from and about the learners’ physical contexts. Edutex achieves this by utilizing sensor data from smartphones and smartwatches, in addition to response data from experience samples and questionnaires from learners’ smartwatches. Finally, this paper evaluates to what extent the developed infrastructure can provide relevant information about the learning context in a field study with 10 participants. The evaluation demonstrates how the software infrastructure can contextualize multimodal sensor data, such as lighting, ambient noise, and location, with user responses in a reliable, efficient, and protected manner.

Combined effects of environmental factors on human perception and objective performance: A review of experimental laboratory works

This study reports the outcomes of a literature survey aimed at exploring how different environmental factors-that is acoustic, thermal, visual, and air quality stimuli-interact in affecting building occupants' perception and performance. Recent laboratory studies have been collected, and their methodological approaches reviewed in terms of experimental design, adopted exposures conditions, perception and performance assessment methods. Results have been summarized and compared to identify interaction patterns between environmental factors and possible practical implications for improving the design of both experimental studies and the built environment. The analysis allows highlighting limitations, potential improvements and future opportunities in this field of research, thus providing a reference for further investigations aimed at a deeper understanding, modeling, and prediction of the impacts caused by the main indoor variables on human comfort and performance.

The effects of intelligible irrelevant background speech in offices – cognitive disturbance, annoyance, and solutions

Purpose

– This paper aims to give an overview on four empirical studies which explored the impact of background speech on cognitive performance and subjectively perceived disturbance. Background speech is the most serious noise problem in shared-room and open-plan offices for employees who are supposed to do silent, concentrated work. Different measures of acoustic office optimization, as well as the outstanding role of the intelligibility of background speech for its disturbance impact, are empirically evaluated.

Design/methodology/approach

– The article provides a synopsis describing the core empirical results of four of our empirical studies. A survey study among office employees (n = 659) explored the subjective importance of office acoustics. Three experimental studies (n1 = 20; n2 = 30; n3 = 24) evaluated the effects of reduced background speech level, play-back of partial maskers and reduced speech intelligibility on cognitive performance and subjective ratings.

Findings

– Background speech is subjectively perceived as a severe problem, and the different noise abatement measures affect objective performance and subjective ratings differently. Speech intelligibility is – besides level – a key determinant for the acoustic optimization regarding these two dimensions.

Research limitations/implications

– Practitioners are encouraged to apply the findings and described measures when planning and/or evaluating open-plan offices.

Practical implications

– It is concluded that different acoustically efficient measures need to be combined to minimize the negative effects of background speech on cognitive performance and subjectively perceived disturbance. The aspired set value for open-office concepts is the lowest possible sound level with a bad intelligibility of the background speech at the same time.

Originality/value

– The synopsis of several empirical studies allows deriving comprehensive and well-founded information for practitioners involved in the evaluation and/or design of offices environments.

The effect on emotions and brain activity by the direct/indirect lighting in the residential environment

This study was performed to explore how direct/indirect lighting affects emotions and brain oscillations compared to the direct lighting when brightness and color temperature are controlled. Twenty-eight subjects (12 females; mean age 22.5) participated. The experimental conditions consisted of two lighting environments: direct/indirect lighting (400 lx downlight, 300 lx uplight) and direct lighting (700 lx downlight). On each trial, a luminance environment was presented for 4 min, followed by participants rated their emotional feelings of the lighting environment. EEG data were recorded during the experiment. Spectral analysis was performed for the range of delta, theta, alpha, beta, and gamma ranges. The participants felt cooler and more pleasant and theta oscillations on the F4, F8, T4, and TP7 electrodes were more enhanced in the direct/indirect lighting environment compared to the direct lighting environment. There was significant correlation between the "cool" rating and the theta power of the F8 electrode. The participants felt more pleasant in the direct/indirect lighting environment, indicating that space with direct/indirect lighting modulated subjective perception. Additionally, our results suggest that theta oscillatory activity can be used as a biological marker that reflects emotional status in different lighting environments.

Noise effect on comfort in open-space offices: development of an assessment questionnaire

It is currently accepted that noise is one of the most important annoyance factors in open-space offices. However, noise levels measured in open spaces of the tertiary sector rarely exceed 65 dB(A). It, therefore, appears necessary to develop a tool that can be used to assess the noise environment of these offices and identify the parameters to be taken into consideration when assessing the noise annoyance. This article presents a questionnaire to be filled by people working in such environment, and a case study in different open plan offices. The majority of the 237 respondents consider that the ambient noise level in their environment is high and that intelligible conversations between their colleagues represent the main source of noise annoyance. This annoyance was significantly correlated with their evaluation of sound intensity, which could not be represented by A-weighted level measurements.

Combined effects of acoustic and visual distraction on cognitive performance and well-being

Information work is usually performed in offices and influenced by the combined effects of acoustics, room climate, lighting and air quality. However, the principal part of literature solely focuses on the individual effects of physical parameters. This study (n = 32) investigates the combined effects of acoustic and visual distraction with regard to cognitive performance and well-being. Therefore low level background speech (40 dB(A)) of good or poor intelligibility was combined with either static or dynamic lighting. Experimental testing lasted for approx. 7 h for each participant and was conducted in mock-up offices. No interaction effects of background speech and lighting conditions with regard to cognitive performance were found. However, the results prove that even low level background speech of high intelligibility significantly impairs short-term memory, reasoning ability and well-being. But no effect of background speech on text comprehension and sustained attention was found. Visual distraction due to dynamic lighting caused significant complaints but did not impair performance. An interaction effect of background speech and lighting conditions was found with regard to perceived performance during task processing. Test persons only felt to perform better, if background speech of low intelligibility was combined with static lighting. It is shown that the effects on cognitive performance and well-being must be considered separately since these effects are rarely consistent.

Noise in schools: a holistic approach to the issue

Much of the research evidence relating to the physical learning environment of schools is inconclusive, contradictory or incomplete. Nevertheless, within this confusing area, research from a number of disciplines, using a range of methodologies, points to the negative impact of noise on students' learning. In this paper, drawing on our systematic review of learning environments we review the weight of evidence in relation to noise, considering what implications the results of these studies have for the design and use of learning spaces in schools. We make four key points. Firstly that noise over a given level does appear to have a negative impact on learning. Secondly that beneath these levels noise may or may not be problematic, depending on the social, cultural and pedagogical expectations of the students and teachers. Thirdly we argue that when noise is deemed to be a difficulty, this finding cannot simply be translated into design prescriptions. The reasons for this indeterminacy include differing understandings of the routes through which noise produces learning deficits, as well as relationships between noise and other elements of the environment, particularly the impacts of physical solutions to noise problems. Finally, we suggest that solutions to noise problems will not be produced by viewing noise in isolation, or even as part of the physical environment, but through participatory approaches to understanding and adapting the structure, organisation and use of learning spaces in schools.

The impact of background speech varying in intelligibility: effects on cognitive performance and perceived disturbance

Noise abatement in office environments often focuses on the reduction of background speech intelligibility and noise level, as attainable with frequency-specific insulation. However, only limited empirical evidence exists regarding the effects of reducing speech intelligibility on cognitive performance and subjectively perceived disturbance. Three experiments tested the impact of low background speech (35 dB(A)) of both good and poor intelligibility, in comparison to silence and highly intelligible speech not lowered in level (55 dB(A)). The disturbance impact of the latter speech condition on verbal short-term memory (n=20) and mental arithmetic (n=24) was significantly reduced during soft and poorly intelligible speech, but not during soft and highly intelligible speech. No effect of background speech on verbal-logical reasoning performance (n=28) was found. Subjective disturbance ratings, however, were consistent over all three experiments with, for example, soft and poorly intelligible speech rated as the least disturbing speech condition but still disturbing in comparison to silence. It is concluded, therefore, that a combination of objective performance tests and subjective ratings is desirable for the comprehensive evaluation of acoustic office environments and their alterations.

Verbal Learning and Aging: Combined Effects of Irrelevant Speech, Interstimulus Interval, and Education

Older or lower educated individuals may be less able than younger or higher educated individuals to inhibit irrelevant speech when learning new visual information. In Experiment 1, we investigated the effects of age (four groups), educational attainment (low or high), and verbal noise (spoken words or silence) on word-learning performance in 230 individuals aged 24 to 76 years. Performance was negatively affected by age, lower education, and irrelevant speech, but there were no interactions between age group and noise condition. In Experiment 2, we increased the difficulty of the word-learning task by using both irrelevant speech and a short interstimulus interval (2 or 0.5 s). Age differences became more pronounced as the result of the simultaneous occurrence of irrelevant speech and a short interstimulus interval. This suggests that older individuals may need more time than younger individuals to learn new information in noisy environments.

Motivation and appraisal in perception of poorly specified speech

Normal-hearing students (n = 72) performed sentence, consonant, and word identification in either A (auditory), V (visual), or AV (audiovisual) modality. The auditory signal had difficult speech-to-noise relations. Talker (human vs. synthetic), topic (no cue vs. cue-words), and emotion (no cue vs. facially displayed vs. cue-words) were varied within groups. After the first block, effects of modality, face, topic, and emotion on initial appraisal and motivation were assessed. After the entire session, effects of modality on longer-term appraisal and motivation were assessed. The results from both assessments showed that V identification was more positively appraised than A identification. Correlations were tentatively interpreted such that evaluation of self-rated performance possibly depends on subjective standard and is reflected on motivation (if below subjective standard, AV group), or on appraisal (if above subjective standard, A group). Suggestions for further research are presented.

Psychological impact of air velocity variations in a ventilated room

Two experiments investigated the psychological impact of two velocity conditions (constant low velocity (V1) and variations of low and high velocity (V2)) in two temperature conditions (Experiment 1: an air temperature increase from 21 degrees C to 24 degrees C; Experiment 2: an air temperature increase from 25 degrees C to 27 degrees C) in females and males, aged 16 to 18 years, under realistic classroom conditions during an exposure period of 80 min. It was predicted that the V2 room condition compared to the V1 room condition would be more beneficial for subjects' perceived room temperature and air quality, self-reported affect and cognitive performance. The results obtained showed no significant effects on cognitive performance. However and as predicted, in Experiment 1, the subjects in the V2 compared to those in the V1 room condition felt that the air temperature decreased (while it de facto increased) and reported a constant level of high activation. In Experiment 2, the subjects in the V2 room condition felt that the air temperature increased less and reported that their unactivated unpleasantness increased less and activated pleasantness decreased less than it did for subjects in the V1 room condition. All this indicates, as was suggested by Wigö et al. (2002), that a cooling effect, induced by air velocity variations, might be beneficial for subjects in a ventilated room and that their perceived pleasantness of the indoor climate could be met at a higher room temperature than otherwise.

The effects of noise and gender on children's episodic and semantic memory

The main objectives in the present study were to examine meaningful irrelevant speech and road traffic noise effects on episodic and semantic memory, and to evaluate whether gender differences in memory performance interact with noise. A total of 96 subjects, aged 13-14 years (n = 16 boys and 16 girls in each of three groups), were randomly assigned to a silent or two noise conditions. Noise effects found were restricted to impairments from meaningful irrelevant speech on recognition and cued recall of a text in episodic memory and of word comprehension in semantic memory. The obtained noise effect suggests that the meaning of the speech were processed semantically by the pupils, which reduced their ability to comprehend a text that also involved processing of meaning. Meaningful irrelevant speech was also assumed to cause a poorer access to the knowledge base in semantic memory. Girls outperformed boys in episodic and semantic memory materials, but these differences did not interact with noise.

The effects of meaningful irrelevant speech and road traffic noise on teachers' attention, episodic and semantic memory

The aim of the present experiment was to examine the effects of meaningful irrelevant speech and road traffic noise on attention, episodic and semantic memory, and also to examine whether the noise effects were age-dependent. A total of 96 male and female teachers in the age range of 35-45 and 55-65 years were randomly assigned to a silent or the two noise conditions. Noise effects found in episodic memory were limited to a meaningful text, where cued recall contrary to expectations was equally impaired by the two types of noise. However, meaningful irrelevant speech also deteriorated recognition of the text, whereas road traffic noise caused no decrement. Retrieval from two word fluency tests in semantic memory showed strong effects of noise exposure, one affected by meaningful irrelevant speech and the other by road traffic noise. The results implied that both acoustic variation and the semantic interference could be of importance for noise impairments. The expected age-dependent noise effects did not show up.

The effects of road traffic noise and meaningful irrelevant speech on different memory systems

To explore why noise has reliable effects on delayed recall in a certain text-reading task, this episodic memory task was employed with other memory tests in a study of road traffic noise and meaningful but irrelevant speech. Context-dependent memory was tested and self-reports of affect were taken. Participants were 96 high school students. The results showed that both road traffic noise and meaningful irrelevant speech impaired recall of the text. Retrieval in noise from semantic memory was also impaired. Attention was impaired by both noise sources, but attention did not mediate the noise effects on episodic memory. Recognition was not affected by noise. Context-dependent memory was not shown. The lack of mediation by attention, and road traffic noise being as harmful as meaningful irrelevant speech, are discussed in relation to where in the input/storing/output sequence noise has its effect and what the distinctive feature of the disturbing noise is.