ESTUDIO DEL DESEMPEÑO ATENCIONAL EN NIÑOS EN AULAS CON DIFERENTES ACONDICIONAMIENTOS LUMÍNICOS (Study of attentional performance in children in classrooms with different lighting conditions)

Juan Manuel Monteoliva, Celina Graciela Korzeniowski, Mirta Susana Ison, Javier Santillán, Andrea Elvira Pattini

Resumen


La iluminación es una de las características físicas más críticas en un espaciode aprendizaje. El objetivo del presente trabajo es evaluar mediantedos instancias experimentales el desempeño atencional en una tarea dedetección de detalles monocromáticos en aulas bajo diferentes condicionesde iluminación, contemplando las variables de temperatura decolor correlacionada (TCC: 6500 ºK - 4000 ºK) e iluminancia horizontal(Eh: 300 lx – 500 lx). El diseño experimental empleado fue un experimentointra-sujetos y la muestra estuvo compuesta por 34 alumnos entre 8 y 9años. Se administró el Test CARAS-R para evaluar eficacia (EA), eficiencia(FA) y rendimiento atencional (RA). Los resultados evidencian diferenciasen la FA (Z= -2.470; p= .013) y RA (Z= -2.385; p= 0.16) de los niños, segúnlas condiciones de TCC. No se registraron diferencias en atención en funciónde Eh. Promover diseños de acondicionamientos lumínicos eficientesen las aulas es un modo de favorecer el desempeño cognitivo de sus ocupantes.

Palabras claves: Desempeño Atencional, Iluminación, Escuela, Niños.

Abstract

Lighting is one of the most critical physical characteristics in a learningspace. This paper aims to evaluate by two experimental instances attentionalperformance in a detection task related to monochrome details inclassrooms under different lighting conditions, considering correlated colortemperature variables (CCT: 6500 ° K - 4000 ° K) and horizontal illuminance(Ehor: 300 lx - 500 lx). The experimental design was a within-subjectdesign experiment and the sample consisted of 34 students between 8 and9 years old. CARAS-R Test was administered to assess efficacy (EA), efficiency(FA) and attentional performance. In attentional efficiency (Z = 2470,p = .013) and attentional performance (Z = 2385, p = 0.16) of children, significantdifferences in the conditions of CCT were observed. No differencesin Ehor occurred. It was found that providing efficient lighting designs inthe classroom may promote its occupants cognitive performance.

Keywords: Attentional Performance, Lighting, Illumination, School, Children.

 

DOI: http://dx.doi.org/10.21615/cesp.9.2.5


Palabras clave


desempeño atencional; iluminación; escuela; niños

Citas


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