Identification and Prioritization of Perceptual and Therapeutic Components of Daylight in Educational Spaces Using Structural Equation Modeling (SEM)

Subject Areas :

Seyyed Mehdi Maddahi ¹ , Reza Mirzaei ² , sahar mohammadzadeh ^{3 *}

1 - Khavaran Institute of higher education, Mashhad, Iran
2 - Department of Architecture, Bi.c., Islamic Azad University, Birjand, Iran.
3 -

Received: 2025-04-08 Accepted : 2025-05-24 Published : 2025-06-15

Keywords: Daylight, Perceptual Components of Daylight, Therapeutic Components of Daylight, Educational Spaces, Structural Equation Modeling (SEM),

Abstract :

Daylight is considered one of the most important factors influencing the quality of educational spaces, with extensive impacts on users’ perceptual and therapeutic dimensions. This study aims to identify, model, and prioritize the perceptual and therapeutic components of natural daylight in school environments.

To achieve this goal, related indicators and sub-indicators were collected through a review of theoretical literature and field studies. For structural analysis, Structural Equation Modeling (SEM) was applied using SmartPLS and AMOS software. Fit indices such as GOF = 0.92, CFI = 0.958, and RMSEA = 0.060 indicated a strong fit of the conceptual model in both perceptual and therapeutic dimensions. All factor loadings were significant and above 0.7, confirming strong construct validity and reliability.

In the next phase, the Analytic Hierarchy Process (AHP) was used to determine the weight and priority of each component. The findings showed that in the perceptual dimension, mood or emotional state (weight = 0.17) had the highest priority, followed by focus and creativity and impact on daily activities.” In the therapeutic dimension, “serotonin production ranked first (weight = 0.14), with “sleep cycle regulation and depression treatment” in the next positions. Sensitivity analysis confirmed that prioritization, especially in the therapeutic dimension, showed relatively stable outcomes.

This research also highlights the combined effects of daylight on students’ cognitive, behavioral, and physiological health. In addition to enhancing spatial perception, social interaction, and emotional well-being, natural daylight helps regulate biological rhythms, reduce stress, improve sleep quality, and boost mental productivity.

Such an approach supports educational space design that responds not only to functional requirements but also to the psychological and health-related needs of users.

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