Elzeyadi, IhabAlitema, Sharon2022-10-262022-10-262022-10-26https://hdl.handle.net/1794/27775Daylight is a multifaceted phenomenon that influences occupant comfort through its dynamic visual attributes. In an exploratory study conducted at River Road Elementary school, classrooms facing north, and south are selected for visual comfort analysis. Semi-structured interviews and simulations are conducted to determine the subjective perceptions of visual comfort. While the interviews examine the teachers' perception/behavior, the simulations explore and assess selected architectural parameters that affect daylight-driven circadian lighting in the classrooms. A key and follow-up question are explored: (1) How does the post-occupancy adaptation of classrooms performed by the teachers affect their visual comfort needs during teaching hours? (2) Is there a significant discrepancy between the design and perceived illuminance levels in the North and South-facing classrooms? The key findings indicated that: (1) there is a low level of satisfaction with the perceived illuminance during teaching hours, (2) the adaptations minimized the potential for daylight to provide circadian entrainment, and in conclusion, (3) the overall pattern of visual and biological responses to light raise relevant design questions regarding perceived brightness, control, and space. To attain visually desirable environments, designers must understand daylighting strategies, shading, and the corresponding perceptions of comfort, as there can be implications on the levels of control and view quality from the window apertures.en-USAll Rights Reserved.Daylight PerformanceHigh-Performance BuildingsHuman-centric DesignElectronic Thesis or Dissertation