Page 182 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 05 11/20/02 12:13 PM Page 171
Creating a Stimulating Learning Environment 171
sconces on the walls), but not functional from a learning perspective. Although such
light fixtures may be attractive, they often do little to illuminate the room and to aid vi-
sion. In fact, they often detract from the learning experience because of reduced visibil-
ity, shadows, and darkened areas of the room.
In an internal report from the Institute for Research in Construction, 16 D. Downing
reported that “There is no area of our mental and bodily functioning that the sun does
not influence. Our bodies were designed to receive and use it in a wide range of ways. We
were not designed to hide from it in houses, offices, factories and schools. Sunshine, reach-
ing us through our eyes and our skin, exercises a subtle control over us from birth to
death, from head to tail.” Assuming that Downing is correct, we should strive to make our
training environments rich in light, either natural or artificial, or a combination of both.
An important point to remember is that all artificial light is not equal. Depending
on the type of bulbs used, learners will receive more or less light value. Many artificial
bulbs are designed to reproduce a wide spectrum of lighting compared to natural sun-
light, which has a 100 rating on the color rendition index (RDI) used to rate various
artificial light sources. Higher light ratings equate to a more positive benefit. In compari-
son to full-spectrum sunlight, incandescent lights emit red and yellow light, but radiate
little energy in the blue and green region of the spectrum whereas cool-fluorescent bulbs
emit mostly green and yellow bands. The blue-green part of the light spectrum is the
most beneficial to humans.
Although it seems clear that lighting can definitely impact learning, the extent of such
influence is subject to interpretation. As with any research, there is sometimes incon-
sistency and lack of experiment control. According to a comprehensive overview of
scientific literature on behavior, performance, mental well being, and physiology, 17
there is room to question the direct correlation of the amount of impact of artificial light
sources on humans. Still, you may want to do as much as possible to provide adequate
lighting for your learning environment. This means reducing or limiting glare and shad-
ows, and reducing eyestrain while allowing ease of vision.

Temperature
Various research studies have found that the optimal temperature for a learning envi-
ronment ranges between 68 and 72° F or 20–22° C. However, because people have
different levels of tolerance, it is a good idea to suggest that participants dress in layers
or bring a coat or sweater with them to your programs. This allows them to address per-
sonal comfort needs.
If possible, use a training site in which you have control of temperature settings. This
is important because being in a room that is either too hot or cold can dramatically
affect learner concentration and ultimately negatively impact learning. If you must decide
between having the room warmer or cooler, choose cooler. This is especially important
following a meal, when people normally become sluggish. If the room is somewhat too
warm and you cannot control the temperature, make sure that there are plenty of breaks
and activities as well as liquid refreshments for participants.