Comparative EEG neural pattern analysis of occupant responses to window configurations in educational environments

The daylight environment in educational settings plays a critical role in influencing students' concentration, cognitive performance, and emotional well-being. This study investigates how different classroom window configurations affect user responses by integrating EEG-based neural activity patterns with subjective evaluations, with a specific focus on visual comfort, cognitive response and concentration, and emotional response and spatial preference. Moving beyond conventional daylight performance metrics, the research examines how these experiential dimensions are reflected in both neurophysiological activity and perceived spatial experience. A case study was conducted on 18 LEED-certified school buildings (Gold level or higher, Daylight Credit 2+) to derive five representative classroom window typologies: i) single-sided, ii) two-sided, iii) three-sided, iv) repetitive full-height glazing, and v) combined high- and mid-level windows. Each typology was implemented in a standardized classroom model and presented to participants within an immersive virtual reality (VR) environment under controlled daylight conditions. EEG data were collected from frontal channels (Fp1, Fp2) to analyze alpha, beta, and theta band activity related to visual processing, attention, and emotional arousal. Subjective evaluations were obtained through post-experiment questionnaires addressing the same three response domains. The results revealed convergent and divergent patterns between objective EEG indicators and subjective evaluations across the three dimensions. Balanced daylight configurations showed consistent alignment between neural responses and perceived visual comfort, concentration, and emotional stability, whereas configurations with excessive or concentrated daylight exhibited increased neural activation accompanied by visual discomfort, cognitive burden, and emotional tension. These findings demonstrate that heightened neurophysiological activation does not necessarily correspond to positive user experience and highlight the importance of integrating objective and subjective approaches for human-centered daylighting evaluation in educational environments.