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A study about daylighting knowledge and education in Europe. Results from the first phase of the DAYKE project
Abstract
This paper presents selected results from the first stage of DAYKE (Daylight Knowledge in Europe), a 3- phase project that investigates the knowledge on daylighting in buildings among architecture students and practitioners across Europe. Subjective judgements from 561 students from 8 architecture universities in the EU, collected through two surveys in 2018. The key findings are: (i) the spatial distribution of comfort and mood in the classrooms varied depending on sky conditions and distance from windows; (ii) the average daylight factor DFm showed a good agreement with subjective judgements on the amount of daylight in a space; (iii) experts and non-experts provided similar judgements on the perception of a daylit environment; (iv) a general lack of knowledge about daylighting metrics, regulations, assessment tools and software was highlighted. Furthermore a difficulty in implementing daylighting into the design practice is also identified.
Citations
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Web of Science
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Authors (8)
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Federica Giuliani dr
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Valerio R.M. Lo Verso
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Raquel Viula dr
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Federica Caffaro
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Bernard Paule
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Aicha Diakite
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Yannick Sutter dr
Cite as
Full text
- Publication version
- Accepted or Published Version
- License
- Copyright (2019 Informa UK Limited, trading as Taylor & Francis Group)
Keywords
Details
- Category:
- Articles
- Type:
- artykuły w czasopismach
- Published in:
-
Architectural Science Review
no. 64,
pages 169 - 181,
ISSN: 0003-8628 - Language:
- English
- Publication year:
- 2021
- Bibliographic description:
- Giuliani F., Sokół N., Lo Verso V., Viula R., Caffaro F., Paule B., Diakite A., Sutter Y.: A study about daylighting knowledge and education in Europe. Results from the first phase of the DAYKE project// Architectural Science Review -Vol. 64,iss. 1-2 (2021), s.169-181
- DOI:
- Digital Object Identifier (open in new tab) 10.1080/00038628.2019.1675042
- Verified by:
- Gdańsk University of Technology
seen 189 times
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