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Outline

Title
Abstract
Figures
Introduction
Literature Review
Methodology
Findings and Discussion
Conclusions
Appendix: Sample Questionnaire Questions
References

INVESTIGATION OF THE EFFECTS OF DAYLIGHT IN A UNIVERSITY LIBRARY

Profile image of Halil AlibabaHalil Alibaba

2018, Journal of Architectural and Planning Research

Abstract

Daylight and the spatial qualities of library study areas have profound effects on user behavior and productivity. This study investigated user satisfaction and the effect of daylight on users' psychological behavior in the study areas of the Ozay Oral Library at Eastern Mediterranean University in Famagusta, North Cyprus, during the months of October, November, and December. The study combined qualitative and quantitative methods. Findings indicated that daylight glare and intensity, as well as window location, can have both positive and negative influences on users' moods and physical and mental behavior. An analysis of the questionnaires showed that the moods of 46% of students were affected by daylight in the study areas. Just over half of students said the daylight had a negative effect on their moods to varying degrees (28% of them said the daylight always influenced them negatively, while the others felt the daylight often or rarely had a negative effect on their moods). The data illustrated that users' preferences when selecting a table in the study areas were strongly related to the average daylight in those areas but not necessarily the solar gain. Study areas with high levels of indirect daylight and no direct reflection on the tables had better functionality and higher user productivity than areas that lacked these traits. The study findings show that maximizing daylight quality and building function are valuable tools for designers looking to exploit the influence of daylight on users' psychological behavior.

Figures (7)
The roof windows caused a number of problems, such as transfer of noise and irritating daylight glare and reflections due to the lack of a suitable shading device. They also did not provide sufficient light. FIGURE 1. (Clockwise from top left) Southeast external facade and internal views of the southeas study areas on the ground, second, and third floors.
The roof windows caused a number of problems, such as transfer of noise and irritating daylight glare and reflections due to the lack of a suitable shading device. They also did not provide sufficient light. FIGURE 1. (Clockwise from top left) Southeast external facade and internal views of the southeas study areas on the ground, second, and third floors.
TABLE 1. Observations and analyses of the southeast study areas in EMU’s main library based on authors’ notes and student questionnaires.
TABLE 1. Observations and analyses of the southeast study areas in EMU’s main library based on authors’ notes and student questionnaires.
FIGURE 2. (Top to bottom) Northeast external facade and internal views of the northeast study areas on the ground and third floors.
FIGURE 2. (Top to bottom) Northeast external facade and internal views of the northeast study areas on the ground and third floors.
TABLE 2. Observations and analyses of the northeast study areas in EMU’s main library based on authors’ notes and student questionnaires. 10 a.m. and 5 p.m. on different days. The questionnaires were collected by the au- thors the same day.
TABLE 2. Observations and analyses of the northeast study areas in EMU’s main library based on authors’ notes and student questionnaires. 10 a.m. and 5 p.m. on different days. The questionnaires were collected by the au- thors the same day.
TABLE 3. Observations and analyses of the northwest study areas in EMU’s main library based on authors’ notes and student questionnaires. uted evenly. For instance, on the first floor of the northwest facade, the tables in the center of the room were suitable for studying in the morning because they did not experience direct daylight, but on the second floor of the same facade, students experienced an irritating glare that caused dis- comfort. Even in the afternoon, when users were able to find some darker areas, some spaces were not suitable for studying because they made the students feel tired and sleepy afterward.
TABLE 3. Observations and analyses of the northwest study areas in EMU’s main library based on authors’ notes and student questionnaires. uted evenly. For instance, on the first floor of the northwest facade, the tables in the center of the room were suitable for studying in the morning because they did not experience direct daylight, but on the second floor of the same facade, students experienced an irritating glare that caused dis- comfort. Even in the afternoon, when users were able to find some darker areas, some spaces were not suitable for studying because they made the students feel tired and sleepy afterward.
FIGURE 3. (Top to bottom, left to right) Northwest external facade and internal views of the northwest study areas on the ground, first, second, and third floors.
FIGURE 3. (Top to bottom, left to right) Northwest external facade and internal views of the northwest study areas on the ground, first, second, and third floors.
TABLE 4. Observations and analyses of the southwest study areas in EMU’s main library based on authors’ notes and student questionnaires. FIGURE 4. (Counterclockwise from top left) Southwest external facade and internal views of the southwest study areas on the second and third floors.
TABLE 4. Observations and analyses of the southwest study areas in EMU’s main library based on authors’ notes and student questionnaires. FIGURE 4. (Counterclockwise from top left) Southwest external facade and internal views of the southwest study areas on the second and third floors.

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