نوع مقاله : مقاله پژوهشی
نویسندگان
1 پژوهشگر دکتری معماری، گروه معماری، دانشگاه تهران، پردیس بینالمللی کیش، ایران
2 استاد دانشکده معماری، دانشکدگان هنرهای زیبا، دانشگاه تهران، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Natural light in Iran's historical schools, beyond providing illumination, serves as an influential factor in learning quality. However, its quantitative relationship with learning in Safavid schools—the period representing the zenith of Iranian educational architecture—has remained unexplored. This study employed a quantitative (survey-analytical) approach and was conducted in two Safavid schools in Isfahan (Chaharbagh and Jaddeh Bozorg). Illuminance data (lux) were collected from 12 distinct points during morning and afternoon sessions using a lux meter and classified into five lighting categories. Learning quality was concurrently assessed using standardized questionnaires across three age groups (16–20, 21–30, and 31–50 years) from 28 unique participants, yielding 504 subjective evaluation data points. The data were analyzed using Mann-Whitney and T-test procedures. The findings indicate that: (1) increasing illuminance up to the threshold of 11,000 lux significantly enhanced learning quality across all three learning modes (individual, discussion-based, and lecture-based), while higher intensities yielded no significant effect, suggesting an optimal lighting threshold; (2) the positive effect of light did not differ significantly among the three learning modes; (3) sensitivity to light decreased with advancing age; the 16–20 age group exhibited the greatest responsiveness, whereas the 31–50 age group demonstrated no significant dependency on increased illuminance; (4) spatial light distribution revealed that Chaharbagh School possesses greater lighting diversity compared to Jaddeh Bozorg School, with its central courtyard and northern iwan identified as the most favorable learning spaces; (5) although prevailing educational lighting standards (300–500 lux) are primarily formulated based on artificial lighting requirements, the present findings demonstrate that users of traditional schools perceived illuminance levels well beyond this range (up to 11,000 lux) as conducive to learning. Safavid schools, through elements such as iwans, central courtyards, and trees, effectively modulated sunlight from approximately 50,000 lux on rooftops to below 10,000 lux in educational interiors, and by providing lighting diversity, enabled the selection of appropriate spaces for different age groups and learning modes. Nevertheless, the generalizability of these results to other seasons and times of day requires supplementary studies.
کلیدواژهها [English]
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