Colour Brightness Recognition of Extremely Severe Amblyopia Children in Indoor Environment

Colour Brightness Recognition of Extremely Severe Amblyopia Children in Indoor Environment | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Colour Brightness Recognition of Extremely Severe Amblyopia Children in Indoor Environment Yan GU, Yuhang LI, Xiaodong Zhu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4393353/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study examined the impact of indoor lighting conditions and distances on color recognition in visually impaired children. A total of ten participants from a special education school were selected to identify the brightness of five colors under varying lighting(natural and artificial) and distance conditions(3 m and 5 m). Each color was presented at six different brightness levels, which were classified into three groups: low brightness, standard brightness, and high brightness. The participants were instructed to identify the top three brightness levels they considered most attractive, with each rating assigned a weighted score. The findings indicated that: (1) Visually impaired children are able to recognize color brightness in both natural and artificial lighting situations. In indoor settings, the low-brightness group demonstrated superior recognition abilities compared to the high-brightness group. The purple did not exhibit a clear pattern, as colors from the high-brightness, low-brightness, and standard-colour groups were all preferred. (2) A significant difference was observed in the brightness recognition of visually impaired children at distances of 3 m and 5 m. Recognition of low-brightness colors improved with distance, in contrast to high-brightness scores, which declined. Nevertheless, no significant variation was observed in the perception of green with distance changes. Physical sciences/Optics and photonics/Lasers leds and light sources Earth and environmental sciences/Environmental social sciences/Psychology and behaviour Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 Figure 10 Figure 11 Figure 12 Figure 13 Introduction According to the survey and estimate conducted by the World Health Organization in 2010, there are approximately 285 million visually impaired people worldwide, accounting for about 4.24% of the total global population. Among them, 39 million are blind, while 246 million individuals have impaired vision [ 1 ] . In China, there has a population of over 40 million individuals who are visually impaired, including 12 million children, with this figure continuing to rise [ 2 ] Visual impairment encompasses blindness and low vision [ 3 ] , which are classified into five levels: mild (0.5–0.8), moderate (0.3–0.5), severe (0.1–0.3), very severe (0.05–0.1), and complete blindness (below 0.05) [ 4 ] . Compared with sighted children, visually impaired children face challenges in visual acuity or field, either due to congenital or non-congenital factors. These challenges restrict their involvement in education, work, and social activities, and seriously affect their quality of life as well as their physical and mental health [ 5 ][ 6 ][ 7 ] . It is important to note that many visually impaired children are not completely blind [ 8 ] . Instead, they have poor vision and heavily rely on color perception compared to others with normal vision [ 9 ] . Many studies have shown that color design can improve the visual recognition of visually impaired children, which plays an important role in their growth [ 10 ] [ 11 ] . Additionally, color design in indoor environments has an impact on their cognitive abilities, attention span, creativity, emotions, and personality development [ 12 ] . Special education schools catering to visually impaired children in China play a crucial role in providing fundamental education and serve as a cornerstone of special education [ 13 ] . Unfortunately, a solid foundation in design research within the architectural domain is conspicuously absent in these institutions [ 14 ][ 15 ][ 16 ] . Early studies focused on examining the methodologies of interior and furniture design for various functional spaces, with a keen consideration of ergonomics for individuals with disabilities [ 17 ][ 18 ][ 19 ][ 14 ] . Follow-up studies have underscored the significance of the environment for special groups, demonstrating that interventions in the built environment are instrumental in the developmental progress of children with disabilities [ 6 ][ 20 ][ 21 ][ 22 ][ 23 ] . Given the challenges faced by visually impaired individuals in spatial orientation [ 22 ] , and the multifaceted role of color as a tool for identification, grouping, highlighting, warning, and interpretation within educational settings [ 24 ] , the color design of school campuses plays a crucial role in the lives of visually impaired children [ 25 ][ 26 ] . Gardner examined the impact of various combinations of figure-background contrasts on the visual function of visually impaired children. The findings indicated that neither contrast inversion nor chromatic changes effectively improved the visual ability of visually impaired children [ 27 ] . When addressing aspects like color matching, sign design, roads, and building accessories, Ying Li et al. argued that accessible colors should be both visually appealing and easily visible to visually impaired individuals [ 9 ] . Bin Cheng et al. introduced a visual system and instructional design tailored for those with low vision and blindness in indoor environments, emphasizing the importance of standardized text spacing, graphic size, and color brightness [ 28 ] . Huang, K.-C. delved into the effects of color and background brightness on LCD screens for individuals with low vision, with experimental results underscoring the importance of electronic text information and icon design for visually impaired individuals [ 29 ] . Baker et al. identified the shopping requirements of visually impaired individuals and proposed a color design approach [ 30 ] . Liu Jianying's research, based on the deficiencies of visually impaired students, outlined design approaches for map color design and coordination [ 31 ] . Özkan Tü Tüncü et al. assessed the hotel experience for visually impaired individuals, discussing various aspects of signage, including braille, lighting, color, contrast, and layout [ 32 ] . Zou et al. proposed solutions such as greening and color design specifically for the visually impaired [ 33 ] . Recent interdisciplinary research has delved into the field of engineering techniques by utilizing grating orientation and color-aware interfaces for the visually impaired [ 34 ][ 35 ][ 36 ][ 37 ] . It is noteworthy that in recent years, color applications have expanded into industrial design, incorporating low-vision assistive devices and visual navigation systems that utilize color and machinary to augment visual capabilities [ 38 ][ 39 ] . Furthermore, there has been the emergence of low-vision VR games that employ color and spatial elements to enhance the visual experience for individuals with visual impairment [ 40 ][ 41 ] . Previous studies synthesized methods for interior color design in special education schools [ 25 ][ 42 ] . However, these studies did not explore the relationship between the indoor environment and color recognition, and the practical applications of color remain somewhat ambiguous. Research indicated that indoor lighting had a considerable impact on both visual comfort and color recognition [ 43 ][ 44 ][ 45 ][ 46 ][ 47 ][ 48 ][ 49 ] . Moreover, color and lighting are crucial for indoor wayfinding [ 50 ] . The visual perception of color in visually impaired children is also affected by the distance at which they observe objects [ 51 ] . Nevertheless, the specific impacts of these factors remain unclear. Previous experimental studies on color perception among the visually impaired have exhibited inconsistency in the choice of experimental settings. The research, whether it was color studies related to shopping preferences [ 30 ] or color investigations on hotel signage [ 32 ] , was conducted in the public environment. However. It is important to note that special education schools are not considered the public environment, and the findings from previous studies may not necessarily be applicable to the specific requirements of special education schools. The application of color in special education schools should be realistic, particularly for visually impaired children who will someday be part of the real world. For instance, the red color typically signifies caution and restrictions in daily life, while the green color symbolizes safety and permission. Therefore, the interior color design in special education schools should accurately reflect the roles and effects of colors in the real world. Visually impaired children may have difficulty understanding colors that have ambiguous hue attributes. Color is composed of hue, saturation, and brightness. This study specifically concentrates on the attribute of brightness, as the level of color saturation significantly influences hue. Hence, this research will employ the colors red, yellow, blue, green, and purple to investigate the effects of the lighting (natural and artificial light) and the distance (3 m and 5 m) on color recognition in visually impaired children. Results Red recognition Recognition results under different lighting and distance conditions There was no statistically significant difference in the weighted score among the six levels of brightness within the natural light group (all with P > 0.05). In contrast, the differences in the weighted score within the artificial light group were statistically significant (P = 0.014). The pairwise comparison revealed that weighted score for brightness level 5 was significantly greater than those for brightness levels 1, 2, 3, and 4. However, there was no statistically significant difference in the weighted score of the brightness level 6 and the other levels.Additionally, the differences between the lighting groups were not statistically significant, as Fig. 1 -A showed. The weighted score of the six levels of brightness within the 3 m group showed a statistically significant difference (P = 0.006). The results of the pairwise comparisons indicated that the weighted scores for brightness levels 1, 4, and 5 were considerably greater than those for brightness levels 3 and 6. However, the weighted score for brightness level 2 did not exhibit statistically significant differences when compared to the other brightness levels. Within the 5m group, the difference in the weighted score among the six brightness levels was also statistically significant (P < 0.001), with the pairwise comparison revealing that the weighted scores for brightness levels 5 and 6 were markedly higher than those for levels 1 to 4. The disparity among the distance group was statistically significant as well. Specifically, the weighted score at a distance of 3m was higher than that at 5m when the brightness level was set at 1 (P = 0.032). Conversely, when brightness was adjusted to level 6, the weighted score at a distance of 3m was found to be lower than that at 5 m (P = 0.007). There were no notable disparities identified for the other levels of brightness,as Fig. 1 -B showed. Comparative analysis of differences in lighting and distance There was no statistically significant difference in the weighted score between the natural light&3m, the artificial light&3m, the natural light&5m, and the artificial light&5m (all with P > 0.05) group across all levels of brightness. Additionally, The weighted score of the natural light&3m group, the artificial light&3m group, the natural light&5m group, and the artificial light&5m group all showed no statistical difference among the six brightness values (all P > 0.05),as Fig. 2 showed. Yellow recognition Recognition results for different lighting and distance conditions There was a statistically significant difference in the weighted score across the six levels of yellow brightness (P = 0.003) in the natural light group. The pairwise comparisons revealed that brightness level 5 yielded significantly higher scores than brightness levels 1, 2, 3, 4, and 6. Within the artificial light group, there was also a statistically significant difference in the weighted scores among the six levels of brightness (P < 0.001). The pairwise comparison demonstrated that the brightness level 5 scored significantly higher than levels 1, 2, and 6, but not when compared to levels 3, 4, or 6. Differences between lighting groups did not reach statistical significance,as Fig. 3 -A showed. Within the 3m group, there was a statistically significant difference in the weighted score among the six different brightness levels (P < 0.001). The pairwise comparison revealed that the weighted score for brightness level 5 was significantly higher than those for brightness levels 1, 2, 3, 4, and 6. Similarly, within the 5 m group, the difference in the weighted score among the six levels of brightness was also statistically significant (P < 0.001), with the weighted scores for brightness 5 and 6 being significantly higher than those for levels 1 to 4. The comparison between distance groups also showed statistical significance. Specifically, when brightness was set at 3, the weighted score for 3m was higher than for 5m (P < 0.001). Conversely, when brightness was set at 6, the weighted score for 3m was lower than for 5m (P 0.05),as Fig. 3 -B showed. Comparative analysis of differences between lighting and distance When the brightness was set to 3, there was a statistically significant difference in the weighted score among groups exposed to the natural light&3m, the artificial light&3m, the natural light&5m, and the artificial light&5m(P = 0.014). The pairwise comparison result indicated that the weighted scores for both the natural light&3m group and the artificial light&3m group were higher than those for the natural light&5m group and the artificial light&5m group. When the brightness was set to 6, a statistically significant difference in the weighted score was also observed among these same groups(P = 0.015). However, the pairwise comparison result showed that the weighted score of the natural light&3m group and the artificial light&3m group were lower than those for the natural light&5m group and the artificial light&5m group,as Fig. 4 showed. In the natural light&3m group, a statistical difference was observed in the weighted scores among the six different brightness levels (P = 0.018). The pairwise comparison revealed that the weighted score for brightness level 5 was significantly higher than those for brightness levels 1, 2, 3, 4, and 6,as Fig. 4 showed. Blue recognition Identification results under different lighting and distance conditions Within the natural light group, the difference in weighted scores among the six brightness levels was statistically significant (P < 0.001). The pairwise comparison indicated that brightness levels 5 and 6 were significantly higher than those for levels 2 and 3. Additionally, the brightness level 1 showed no statistical difference in the weighted score compared to levels 2, 3, 4, and 6. The brightness level 6 had a higher weighted score than the brightness level 1. In the artificial light group, the difference in the weighted score among the six brightness levels was also statistically significant (P < 0.001). Here, the weighted score for the brightness level 5 was significantly higher than those for levels 1, 2, and 3, while there was no statistically difference when compared to level 6. Similarly, the weighted score for the brightness level 1 was not statistical different from those for levels 2, 3, 4, and 6. Notably, differences between the two lighting groups did not reach statistical significance,as Fig. 5 -A showed. Within the 3m group, there was a statistically significant difference in the weighted score among the six levels of brightness (P < 0.001). The pairwise comparison revealed that the weighted score for brightness level 5 was significantly higher than those for levels 1, 2, 3, and 4. No statistical difference was found between the weighted score of brightness level 6 and those for brightness levels 1, 3, 4, and 6. In the 5m group, the difference in the weighted score among the six levels of brightness was also statistically significant (P < 0.001), with the pairwise comparisons indicating that the weighted score for the brightness levels 5 and 6 were significantly higher than those for levels 1 to 4. Specifically, at brightnee level 2, the weighted score at 3m was higher than that at 5m (P = 0.025), whereas changes in the weighted score at other levels of brightness did not exhibit statistical significance across distance groups. It is important to note that there was a statistically significant difference in the distance group, particularly at the brightness level 2, where the weighted score at 3m surpassed that at 5m (P = 0.025),as Fig. 5 -B showed. Comparative analysis of lighting and distance In the natural light &5m group, a statistical difference was observed in the weighted score among the six levels of brightness (P = 0.029). The pairwise comparison results indicated that the weighted scores for brightness levels 5 and 6 were significantly higher than those for levels 1 to 4. Similarly, in the artificial light&5m group, the difference in the weighted score among the six levels of brightness was also significant(P = 0.042), with the weighted score for levels 5 and 6 being significantly higher than those for levels 1 to 4,as Fig. 6 showed. Green recognition Recognition results under different lighting and distance conditions Within the natural light group, there was a statistically significant difference in the weighted score among the six levels of brightness (P = 0.005). The pairwise comparisons revealed that the weighted scores for brightness levels 5 and 6 were significantly higher than those for levels 2, and 3. In contrast, the weighted score for brightness level 4 did not exhibit statistically significant differences when compared to the other levels. In the artificial light group, a significant difference in the weighted score among six brightness levels was observed (P < 0.001). Here, the weighted scores for levels 5 and 6 were found to be significantly higher than those for levels 1, 2, and 3, whereas the weighted score for brightness level 4 showed no statistical differences when compared to other levels Notably, differences between the two lighting groups were not statistically significant,as Fig. 7 -A showed. Within the 3m group, there was a statistically significant difference in the weighted score among the six levels of brightness (P = 0.003). Specifically, the pairwise comparisons revealed that the weighted score for brightness level 6 was significantly higher than those for levels 1, 2, 3, and 4. However, the weighted score for brightness level 5 did not differ statistically from those of the other levels. In the 5m group, the difference in the weighted score among the six levels of brightness was also statistically significant (P < 0.001), with the pairwise comparisons indicating that the weighted scores for brightness 5 and 6 were significantly higher than those for levels 1 to 4. No statistically significant differences were observed between the distance groups,as Fig. 7 -B showed. Comparative analysis of differences between lighting and distance At brightness level 3, there was a statistically significant difference in the weighted score among the natural light&3m group, the artificial light&3m group, the natural light&5m group, and the artificial light&5m group (P = 0.014). The pairwise comparison results demonstrated that the weighted score for the natural light&3m group was higher than those of the other three groups. Within the artificial light&5m group, the weighted score among the six levels of brightness exhibited statistically significant differences (P = 0.046). The pairwise comparison results indicated that the weighted scores for brightness levels 5 and 6 were significantly higher than those for brightness levels 1 2, 3 and 4,as Fig. 8 showed. Purple recognition Recognition results under different lighting and distance conditions The difference in the weighted score across six levels of brightness was not statistically significant within both the natural light group and the night light group (all P > 0.05). Additionally, the differences between the lighting groups did not appear to be statistically significant,as Fig. 9 -A showed. In the 3m group, the difference in the weighted score among the six levels of brightness was not statistically significant(P = 0.195). In contrast, within the 5m group, the differences in the weighted score across six levels of brightness were statistically significant (P = 0.004). The pairwise comparisons revealed that the weighted scores for brightness levels 2 and 5 were significantly higher than those for levels 1, 3, 4, and 6. Furthermore, a statistically significant difference was observed between the distance groups at brightness 5, where the weighted score at 3m was lower than that at 5m (P = 0.012),as Fig. 9 -B showed. Comparative analysis of differences between lighting and distance Across all levels of brightness, there were no statistically significant differences in the weighted scores between the natural light &3m, the artificial light&3m, the natural ligh&5m, and the artificial light&5m group (all with P > 0.05). Furthermore, the weighted score of the natural light&3m group, the artificial light&3m group, the natural light&5m group, and the artificial light&5m group were no statistically significant differences in the weighted score among six levels of brightness (all with P > 0.05),as Fig. 10 showed. The influence of lighting conditions on color brightness recognition The study found no statistically significant differences between the six brightness levels of red and purple in the natural light group, (all with P > 0.05). However, there were statistically significant differences between the six brightness levels of yellow, blue, and green. All six brightness levels of red, yellow, blue, and green in the artificial light group were statistically significant. The results for the purple hue were consistent with those of the natural light group. In the natural light group, the low-brightness group (brightness levels 5 and 6)for the red, yellow, blue, and green hues were associated with higher scores, whereas the high-brightness levels (brightness levels 2 and 3) received lower scores. The results for these four colors were relatively similar. In contrast, the purple hue stood out from the other colors in the group. Despite the level 5 score in the low-brightness group being the highest, the score for level 6 was the lowest, and the score for the other levels was evenly distributed. The experimental results from the artificial light group were largely consistent with those of the natural light group, with the scores for the low-brightness group slightly higher and the scores for the high-brightness group slightly lower than in the natural light group. The weighted score for the natural light versus the artificial light did not show statistically significant differences between the groups. Overall, it is evident that colors in the low-brightness group were more favorably received, with higher scores attributed to levels 5 and 6. A distinct pattern has emerged in the selection order of the red, yellow, blue, and green hues, suggesting a preference for these colors in the low-brightness group. The purple hue, however, deviated from this pattern, with scores across the low-brightness, the standard-color, and the high-brightness groups all holding significant weight.The aforementioned results indicate that there is no statistically significant difference in the weighted score between the natural light group and the artificial light group. Regarding to this, we thought that indoor lighting has a negligible effect on the ability of visually impaired children to recognize color brightness. The influence of distance conditions on color brightness recognition Within the 3m group, statistically significant differences in scores were observed among six levels of brightness for the red, yellow, blue, and green hues, except the purple hue. Similarly, within the 5m group, statistically significant differences were noted across six levels of brightness for all five colors. In the 3m group, the score for low-brightness groups of the red, yellow, blue, and green were found to be similar to the results performed from varying lighting conditions. The results showed that as the low-brightness group scores(brightness levels 5 and 6) further increase, the high-brightness group scores(brightness levels 2 and 3) continue to decrease. Additionally, the experimental results of the 5m group were consistent with those of the 3m group, and they further amplified the discrepancy between the low-brightness group and the high-brightness group. Apart from the green hue, statistically significant differences were observed in the weighted score between the 3m and 5m groups for the red, yellow, blue, and purple hue. Upon overall examination, when comparing the distance group to the lighting group, it was observed that the scores for the low-brightness group increased, while the scores for the high-brightness group were relatively lower. The most noticeable differences within the groups were predominantly between the colors of the low-brightness and the high-brightness groups.The results indicated that there was a statistically significant difference in the weighted score between the 3m group and the 5m group. It is suggested that the observation distance has a more pronounced impact on the color brightness recognition of visually impaired children. Discussion The impact of indoor lighting and distance on color recognition among severely visually impaired children constitutes a relatively under-explored area within the realm of visual perception in special education settings. The findings highlight that distance emerges as the primary factor influencing color recognition. Although previous studies have separately investigated color design in the context of both special education schools and the visually impaired, there is a dearth of studies that integrate these two domains. Prior research on color design in special education schools has been deficient in empirical validation of the range of color applications [ 25 ][ 42 ] . Given the pivotal role of color in the indoor environmental context of schools, which significantly impacts the development of visually impaired children [ 12 ][ 22 ][ 24 ][ 25 ] , it is imperative to further explore the relationship between color and the indoor environment. We posit that the higher scores for the low-brightness color under lighting conditions are less related to the gray-white background of the color palette and more associated with the illumination, color temperature, and color rendering index of the lighting Research by GARDNER, L. R. indicated that neither background color contrast nor chromaticity differences were effective measures for improving the visual function of visually impaired children [ 27 ] . However, findings by Mazza, V. suggested that attention was typically allocated to the foreground elements. They believed that unless there is a deliberate focus on the background, the contrast in color may not be noticed [ 53 ] . Several studies have shown that indoor lighting significantly influences color perception, with color temperature and color rendering index impacting human visual comfort [ 43 ][ 46 ][ 49 ] . Excessively high values of color temperature and color rendering index can cause the low-brightness color to appear brighter, thereby enhancing their visibility. In experiment settings, natural light, compared to artificial light, tends to have a higher color temperature and a stronger color rendering index, which may be one of the reasons for the higher scores of low-brightness colors. However, M.Lutfi Hidayetoglu proposed that the cool color tone and the high-brightness color are more effective in aiding spatial orientation in the low-illumination environment [ 50 ] , which is in direct contrast to our findings. In fact, cool color tones tend to darken the perceived brightness of colors, indicating a similarity between cool color tones and low-brightness colors. Given that our experimental scenarios were computer-generated with complex lighting conditions and involved a diverse set of participants, we believe that the discrepancy in findings may be attributed to the methodology employed in the respective studies. Regarding the specific case of purple, there is a scarcity of literature discussing the phenomenon of purple color. Therefore, we hypothesize that the outcome of purple hues may be intrinsically linked to the color itself. Purple, being a composite color formed by the combination of red and blue, falls outside the traditional primary colors of light (red, green, blue) and pigment (red, yellow, blue). Furthermore, purple is not commonly observed in large quantities in everyday life. The irregular patterns observed in the scoring for purple warrant additional research to elucidate these findings. The experimental results concerning distance are consistent with previous studies, confirming that distance is a significant factor affecting color recognition [ 51 ] . Statistically significant variations in the weighted score suggested that as distance increases, the recognition rate for high-brightness colors decreases, while low-brightness colors consistently receive higher scores. It is noteworthy that, distance did not produce a significant effect on the recognition of green [ 51 ] Furthermore, other studies have also found that the minimum discriminable size for low-brightness backgrounds exceeds that for high-brightness backgrounds [ 29 ] , suggesting better recognition for low-brightness colors, which is consistent with our findings. The research by Ying Li further indicated that as observation distance increases, the discriminability of colors decreases, while the perception of black and white by visually impaired individuals relatively improves [ 9 ] , providing support for our findings. Conclusion This study investigated the impact of lighting and distance on color recognition among children with profound visual impairment. The results revealed that lighting has a negligible impact on color recognition, with no significant distinction between natural and artificial light. Notably, the low-brightness group exhibited a slight increase in scores. In terms of distance, it had a more pronounced influence on color recognition, leading to a significant difference between low and high brightness scores. However, the distance did not show a significant impact on the green color system. These findings emphasize the importance of considering lighting and distance factors when addressing the visual needs of visually impaired children. The study also suggests the establishment of a color application system in special education schools tailored specifically for visually impaired children. Standardization of color attributes and indoor lighting parameters should be considered in design practices to cater to the unique visual requirements of visually impaired individuals. Methods Experimental program for color brightness perception Participants were tasked with identifying the colors red, yellow, blue, green, and purple under varying lighting conditions (natural and artificial light) and distances (3 m and 5 m). Each color was classified into six levels of brightness. The participants aimed to choose 1 to 3 levels of brightness within the color palette based on recognition ability, with the data being recorded accordingly. A weighted scoring method was employed for data analysis, assigning 1 point to each participant's choice, with weights of 50%, 30%, and 20% for the three choices. Data organization, statistical analysis, and interpretation were conducted using SPSS software. Two independent sample t-tests were performed to compare the differences in weighted scores between the two groups, while an analysis of variance (ANOVA) was applied to assess variations across four groups. In cases of group differences, the Student-Newman-Keuls(S-N-K) method was employed for pairwise comparisons. The significance level was set at α = 0.05, with P-values less than 0.05 indicating statistically significant differences. Participant This study comprised a sample of ten severely visually impaired children, ranging in age from 6 to 13 years (M = 10.4, SD = 2.41). The participants were selected from a special education school in Heilongjiang Province, China. All participants were diagnosed with congenital visual impairment without any form of color blindness or weakness,as Table 1 showed. Table 1 List of experimental subjects Serial number Age Gender Class of vision Left vision Right eye vision N1 6 Female Extremely severe 0.1 0.15 N2 8 Female Extremely severe 0.25 0.1 N3 12 Female Extremely severe 0.1 0.1 N4 13 Female Extremely severe 0.02 0.1 N5 13 Male Extremely severe 0.02 0.12 N6 7 Male Extremely severe 0.1 0.2 N7 10 Male Extremely severe 0.2 0.15 N8 12 Male Extremely severe 0.2 0.2 N9 11 Male Extremely severe 0.1 0.15 N10 12 Male Extremely severe 0.1 0.25 Color brightness test sample Selection of experimental colors The authors categorized the 11 levels of brightness for the 5 colors into 6 color numbers based on the RGB color attributes, as Fig. 11 showed. The colors labeled as No. 1 are the standard red (255,0,0), medium yellow (255,217,0), standard blue (0,0255), standard green (0,255,0), and standard purple (128, 0, 128). The choice of medium yellow over standard yellow (255, 255, 0) was deliberate, given the prevalence of medium yellow in China’s blind lanes and vehicle turn signals. These five colors were specifically selected for color blindness testing in China and hold practical significance in everyday life. The author categorized colors based on brightness into six groups. Group 1 and Group 4 are designated as the standard-color group, characterized by strong hue properties and distinct color tendencies. Groups 2 and Group 3 constitute the high-brightness group, where the standard colors have been adjusted with the white attribute. Groups 5 and Group 6 form the low-brightness group, with the standard colors modified by adjusting the black attributes. This grouping of brightness levels will facilitate the analysis of the specific effects of lighting and distance on color recognition in future experiments. The production of color palettes Walls and ceilings in Chinese special education schools are predominantly white or gray. For the purpose of this experiment, 6 levels of brightness for 5 colors were randomly arranged on a gray background, as Fig. 12 showed. Setting up the experimental environment The experimental site was located in a classroom in a special education school, which was equipped with 9 lighting fixtures. These fixtures were LED models with a warm white color, 40W power, 350Lux illumination, 5000K color temperature, and a color rendering index of 90. The staff in the image is demonstrating the recognition distance, as Fig. 13 showed. All procedures are conducted under the guidance of the Helsinki Declaration. The staff in the picture agreed to include the photo in the paper, with verbal consent. We have included the staff in the acknowledgments. Lighting control This study categorized indoor lighting into two distinct types: natural light and artificial light. These two sources of light have distinct color rendering indices, resulting in the display of objects in different colorations The natural light will be simulated at 12:00 Beijing time, with indoor illuminance measured at a range of 370 to 460 Lux. On the other hand, the artificial light will be simulated at 19:00 Beijing time by turning on 9 lights, after which the indoor illuminance is measured to be within the range of 300 to 450 Lux. The experiments we re carried out under these two specified lighting situations. Distance control A similar experiment showed that the observation distance was set at 75 cm [ 52 ] . Taking into account the typical interior dimensions of special education schools and aligning with Chinese standards for visual acuity testing, this study employs observation distances of 3 meters and 5 meters. By integrating these distances with indoor lighting conditions, the study aims to examine variations in brightness recognition across different observation distances. Ethics declarations Participants in this study were recruited from a special education school in China. Verbal consent was obtained from both the school principal and the minor participants. A color perception experiment was then conducted on 10 amblyopic children on campus. As the experiment did not involve drugs or other medical equipment, a written form of consent from the school principal was not necessary. To protect the privacy of the subjects, their names, addresses, and other personal information will not be disclosed in this article. Approval for human experiments " The ethical committee of Northeast Forestry University granted waiver of ethics and informed consent for the study due to "Not involving any drugs or medical related equipment." Verbal consent was obtained from all underage participants and their guardians for this study. Ethical approval was waived for privacy reasons. The waiver statement was obtained to ensure informed consent and publication from participants. We guarantee that all procedures are conducted under the guidance of the Helsinki Declaration. The color brightness perception experiment described in the manuscript involves identification and data analysis of subjects in a specific environment, akin to an eye test. Subjects did not use aids or medications during the experiment. The aim of the experiment is to provide guidance to designers on indoor color design, not to conduct medical research. Our research team did not encounter any ethical dilemmas during the experiment. Declarations Declaration of conflicting interests The authors declares that there is no conflict of interest. Author Contribution YG and YL researched literature and conceived the study. XZ was involved in protocol development, gaining ethical approval, patient recruitment and data analysis. YL wrote the first draft of the manuscript. All authors reviewed and edited the manuscript and approved the final version of the manuscript. Acknowledgements Tis work was supported by the Education Science Fund of Heilongjiang Province. [GJB1423485]. We are grateful to the teachers at the special education school for their professional support throughout this study. We would also like to thank Ning Cui for recording and organizing the data, and Chuanhao Zhang for assisting our experiments. Data Availability Data is provided within the manuscript References SP; P. D. (2010.). Global Estimates of Visual Impairment: 2010. The British journal of ophthalmology. https://pubmed.ncbi.nlm.nih.gov/22133988/ Yan Hong. (2007) Amblyopia. China: Science Press. Zhu, T., & Yang, Y. (2023, December 5). 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Comparative analysis of the weighted score differences between different lighting conditions and distance conditions\u003c/p\u003e","description":"","filename":"floatimage7.png","url":"https://assets-eu.researchsquare.com/files/rs-4393353/v1/3e5567e87064b08d96635058.png"},{"id":57298695,"identity":"9321ad03-7223-4e0f-b803-bc6b47b7f63c","added_by":"auto","created_at":"2024-05-28 20:43:33","extension":"png","order_by":8,"title":"Figure 8","display":"","copyAsset":false,"role":"figure","size":129803,"visible":true,"origin":"","legend":"\u003cp\u003eGreen - Comparative analysis of weighted score differences between different groups\u003c/p\u003e","description":"","filename":"floatimage8.png","url":"https://assets-eu.researchsquare.com/files/rs-4393353/v1/5e928805bbe08d46407cc6d3.png"},{"id":57298697,"identity":"f561e140-92ac-408f-a3fd-f59101ccc42a","added_by":"auto","created_at":"2024-05-28 20:43:33","extension":"png","order_by":9,"title":"Figure 9","display":"","copyAsset":false,"role":"figure","size":221453,"visible":true,"origin":"","legend":"\u003cp\u003ePurple - Comparative analysis of weighted score differences between different lighting conditions and distance conditions\u003c/p\u003e","description":"","filename":"floatimage9.png","url":"https://assets-eu.researchsquare.com/files/rs-4393353/v1/71146f708e4f0b844e4383cb.png"},{"id":57298693,"identity":"b24e1fcf-8509-411c-8301-290f86289efd","added_by":"auto","created_at":"2024-05-28 20:43:33","extension":"png","order_by":10,"title":"Figure 10","display":"","copyAsset":false,"role":"figure","size":128545,"visible":true,"origin":"","legend":"\u003cp\u003ePurple - Comparative analysis of weighted score differences between different groups\u003c/p\u003e","description":"","filename":"floatimage10.png","url":"https://assets-eu.researchsquare.com/files/rs-4393353/v1/32afecda43934bd3c6f9a520.png"},{"id":57298696,"identity":"d9d87973-a27b-4d30-ad32-8280f4f70a56","added_by":"auto","created_at":"2024-05-28 20:43:33","extension":"png","order_by":11,"title":"Figure 11","display":"","copyAsset":false,"role":"figure","size":181567,"visible":true,"origin":"","legend":"\u003cp\u003eColor brightness comparison table\u003c/p\u003e","description":"","filename":"floatimage11.png","url":"https://assets-eu.researchsquare.com/files/rs-4393353/v1/dd8d2d47b6332d5e437a933a.png"},{"id":57298699,"identity":"6bc0caf3-8c84-4724-af79-0de6e2456c0c","added_by":"auto","created_at":"2024-05-28 20:43:33","extension":"png","order_by":12,"title":"Figure 12","display":"","copyAsset":false,"role":"figure","size":52863,"visible":true,"origin":"","legend":"\u003cp\u003eColor recognition board\u003c/p\u003e","description":"","filename":"floatimage12.png","url":"https://assets-eu.researchsquare.com/files/rs-4393353/v1/589ad1c5a6eff6e28f13675c.png"},{"id":57298692,"identity":"2ebe8b09-9556-4616-9b65-85c0cdec7c34","added_by":"auto","created_at":"2024-05-28 20:43:33","extension":"png","order_by":13,"title":"Figure 13","display":"","copyAsset":false,"role":"figure","size":722229,"visible":true,"origin":"","legend":"\u003cp\u003eExperimental scene of special education school\u003c/p\u003e","description":"","filename":"floatimage13.png","url":"https://assets-eu.researchsquare.com/files/rs-4393353/v1/77a56601c539d70beb964b74.png"},{"id":61573525,"identity":"f2180f81-8bca-41c6-82cd-06cb29d35895","added_by":"auto","created_at":"2024-08-01 11:37:43","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":4047574,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4393353/v1/8dd19ca7-8a00-4493-bf25-f1506fa49eba.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Colour Brightness Recognition of Extremely Severe Amblyopia Children in Indoor Environment","fulltext":[{"header":"Introduction","content":"\u003cp\u003eAccording to the survey and estimate conducted by the World Health Organization in 2010, there are approximately 285\u0026nbsp;million visually impaired people worldwide, accounting for about 4.24% of the total global population. Among them, 39\u0026nbsp;million are blind, while 246\u0026nbsp;million individuals have impaired vision\u003csup\u003e[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]\u003c/sup\u003e. In China, there has a population of over 40\u0026nbsp;million individuals who are visually impaired, including 12\u0026nbsp;million children, with this figure continuing to rise\u003csup\u003e[\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]\u003c/sup\u003e Visual impairment encompasses blindness and low vision\u003csup\u003e[\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]\u003c/sup\u003e, which are classified into five levels: mild (0.5\u0026ndash;0.8), moderate (0.3\u0026ndash;0.5), severe (0.1\u0026ndash;0.3), very severe (0.05\u0026ndash;0.1), and complete blindness (below 0.05)\u003csup\u003e[\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]\u003c/sup\u003e. Compared with sighted children, visually impaired children face challenges in visual acuity or field, either due to congenital or non-congenital factors. These challenges restrict their involvement in education, work, and social activities, and seriously affect their quality of life as well as their physical and mental health\u003csup\u003e[\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e][\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e][\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]\u003c/sup\u003e. It is important to note that many visually impaired children are not completely blind \u003csup\u003e[\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]\u003c/sup\u003e. Instead, they have poor vision and heavily rely on color perception compared to others with normal vision\u003csup\u003e[\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]\u003c/sup\u003e. Many studies have shown that color design can improve the visual recognition of visually impaired children, which plays an important role in their growth \u003csup\u003e[\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e] [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]\u003c/sup\u003e. Additionally, color design in indoor environments has an impact on their cognitive abilities, attention span, creativity, emotions, and personality development \u003csup\u003e[\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]\u003c/sup\u003e. Special education schools catering to visually impaired children in China play a crucial role in providing fundamental education and serve as a cornerstone of special education\u003csup\u003e[\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]\u003c/sup\u003e. Unfortunately, a solid foundation in design research within the architectural domain is conspicuously absent in these institutions\u003csup\u003e[\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e][\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e][\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]\u003c/sup\u003e. Early studies focused on examining the methodologies of interior and furniture design for various functional spaces, with a keen consideration of ergonomics for individuals with disabilities \u003csup\u003e[\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e][\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e][\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e][\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]\u003c/sup\u003e. Follow-up studies have underscored the significance of the environment for special groups, demonstrating that interventions in the built environment are instrumental in the developmental progress of children with disabilities\u003csup\u003e[\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e][\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e][\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e][\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e][\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]\u003c/sup\u003e. Given the challenges faced by visually impaired individuals in spatial orientation\u003csup\u003e[\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]\u003c/sup\u003e, and the multifaceted role of color as a tool for identification, grouping, highlighting, warning, and interpretation within educational settings\u003csup\u003e[\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]\u003c/sup\u003e, the color design of school campuses plays a crucial role in the lives of visually impaired children\u003csup\u003e[\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e][\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eGardner examined the impact of various combinations of figure-background contrasts on the visual function of visually impaired children. The findings indicated that neither contrast inversion nor chromatic changes effectively improved the visual ability of visually impaired children\u003csup\u003e[\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]\u003c/sup\u003e. When addressing aspects like color matching, sign design, roads, and building accessories, Ying Li et al. argued that accessible colors should be both visually appealing and easily visible to visually impaired individuals\u003csup\u003e[\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]\u003c/sup\u003e. Bin Cheng et al. introduced a visual system and instructional design tailored for those with low vision and blindness in indoor environments, emphasizing the importance of standardized text spacing, graphic size, and color brightness\u003csup\u003e[\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]\u003c/sup\u003e. Huang, K.-C. delved into the effects of color and background brightness on LCD screens for individuals with low vision, with experimental results underscoring the importance of electronic text information and icon design for visually impaired individuals\u003csup\u003e[\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]\u003c/sup\u003e. Baker et al. identified the shopping requirements of visually impaired individuals and proposed a color design approach\u003csup\u003e[\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]\u003c/sup\u003e. Liu Jianying's research, based on the deficiencies of visually impaired students, outlined design approaches for map color design and coordination\u003csup\u003e[\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]\u003c/sup\u003e. \u0026Ouml;zkan T\u0026uuml; T\u0026uuml;nc\u0026uuml; et al. assessed the hotel experience for visually impaired individuals, discussing various aspects of signage, including braille, lighting, color, contrast, and layout\u003csup\u003e[\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]\u003c/sup\u003e. Zou et al. proposed solutions such as greening and color design specifically for the visually impaired\u003csup\u003e[\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]\u003c/sup\u003e. Recent interdisciplinary research has delved into the field of engineering techniques by utilizing grating orientation and color-aware interfaces for the visually impaired\u003csup\u003e[\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e][\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e][\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e][\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]\u003c/sup\u003e. It is noteworthy that in recent years, color applications have expanded into industrial design, incorporating low-vision assistive devices and visual navigation systems that utilize color and machinary to augment visual capabilities\u003csup\u003e[\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e][\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]\u003c/sup\u003e. Furthermore, there has been the emergence of low-vision VR games that employ color and spatial elements to enhance the visual experience for individuals with visual impairment\u003csup\u003e[\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e][\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003ePrevious studies synthesized methods for interior color design in special education schools\u003csup\u003e[\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e][\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]\u003c/sup\u003e. However, these studies did not explore the relationship between the indoor environment and color recognition, and the practical applications of color remain somewhat ambiguous. Research indicated that indoor lighting had a considerable impact on both visual comfort and color recognition\u003csup\u003e[\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e][\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e][\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e][\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e][\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e][\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e][\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e]\u003c/sup\u003e. Moreover, color and lighting are crucial for indoor wayfinding\u003csup\u003e[\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]\u003c/sup\u003e. The visual perception of color in visually impaired children is also affected by the distance at which they observe objects\u003csup\u003e[\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]\u003c/sup\u003e. Nevertheless, the specific impacts of these factors remain unclear. Previous experimental studies on color perception among the visually impaired have exhibited inconsistency in the choice of experimental settings. The research, whether it was color studies related to shopping preferences\u003csup\u003e[\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]\u003c/sup\u003e or color investigations on hotel signage\u003csup\u003e[\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]\u003c/sup\u003e, was conducted in the public environment. However. It is important to note that special education schools are not considered the public environment, and the findings from previous studies may not necessarily be applicable to the specific requirements of special education schools.\u003c/p\u003e \u003cp\u003eThe application of color in special education schools should be realistic, particularly for visually impaired children who will someday be part of the real world. For instance, the red color typically signifies caution and restrictions in daily life, while the green color symbolizes safety and permission. Therefore, the interior color design in special education schools should accurately reflect the roles and effects of colors in the real world. Visually impaired children may have difficulty understanding colors that have ambiguous hue attributes. Color is composed of hue, saturation, and brightness. This study specifically concentrates on the attribute of brightness, as the level of color saturation significantly influences hue. Hence, this research will employ the colors red, yellow, blue, green, and purple to investigate the effects of the lighting (natural and artificial light) and the distance (3 m and 5 m) on color recognition in visually impaired children.\u003c/p\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eRed recognition\u003c/h2\u003e \u003cdiv id=\"Sec4\" class=\"Section3\"\u003e \u003ch2\u003eRecognition results under different lighting and distance conditions\u003c/h2\u003e \u003cp\u003eThere was no statistically significant difference in the weighted score among the six levels of brightness within the natural light group (all with P\u0026thinsp;\u0026gt;\u0026thinsp;0.05). In contrast, the differences in the weighted score within the artificial light group were statistically significant (P\u0026thinsp;=\u0026thinsp;0.014). The pairwise comparison revealed that weighted score for brightness level 5 was significantly greater than those for brightness levels 1, 2, 3, and 4. However, there was no statistically significant difference in the weighted score of the brightness level 6 and the other levels.Additionally, the differences between the lighting groups were not statistically significant, as Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e-A showed.\u003c/p\u003e \u003cp\u003eThe weighted score of the six levels of brightness within the 3 m group showed a statistically significant difference (P\u0026thinsp;=\u0026thinsp;0.006). The results of the pairwise comparisons indicated that the weighted scores for brightness levels 1, 4, and 5 were considerably greater than those for brightness levels 3 and 6. However, the weighted score for brightness level 2 did not exhibit statistically significant differences when compared to the other brightness levels. Within the 5m group, the difference in the weighted score among the six brightness levels was also statistically significant (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001), with the pairwise comparison revealing that the weighted scores for brightness levels 5 and 6 were markedly higher than those for levels 1 to 4. The disparity among the distance group was statistically significant as well. Specifically, the weighted score at a distance of 3m was higher than that at 5m when the brightness level was set at 1 (P\u0026thinsp;=\u0026thinsp;0.032). Conversely, when brightness was adjusted to level 6, the weighted score at a distance of 3m was found to be lower than that at 5 m (P\u0026thinsp;=\u0026thinsp;0.007). There were no notable disparities identified for the other levels of brightness,as Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e-B showed.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eComparative analysis of differences in lighting and distance\u003c/h2\u003e \u003cp\u003eThere was no statistically significant difference in the weighted score between the natural light\u0026amp;3m, the artificial light\u0026amp;3m, the natural light\u0026amp;5m, and the artificial light\u0026amp;5m (all with P\u0026thinsp;\u0026gt;\u0026thinsp;0.05) group across all levels of brightness. Additionally, The weighted score of the natural light\u0026amp;3m group, the artificial light\u0026amp;3m group, the natural light\u0026amp;5m group, and the artificial light\u0026amp;5m group all showed no statistical difference among the six brightness values (all P\u0026thinsp;\u0026gt;\u0026thinsp;0.05),as Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e showed.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eYellow recognition\u003c/h2\u003e \u003cdiv id=\"Sec7\" class=\"Section3\"\u003e \u003ch2\u003eRecognition results for different lighting and distance conditions\u003c/h2\u003e \u003cp\u003eThere was a statistically significant difference in the weighted score across the six levels of yellow brightness (P\u0026thinsp;=\u0026thinsp;0.003) in the natural light group. The pairwise comparisons revealed that brightness level 5 yielded significantly higher scores than brightness levels 1, 2, 3, 4, and 6. Within the artificial light group, there was also a statistically significant difference in the weighted scores among the six levels of brightness (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001). The pairwise comparison demonstrated that the brightness level 5 scored significantly higher than levels 1, 2, and 6, but not when compared to levels 3, 4, or 6. Differences between lighting groups did not reach statistical significance,as Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e-A showed.\u003c/p\u003e \u003cp\u003eWithin the 3m group, there was a statistically significant difference in the weighted score among the six different brightness levels (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001). The pairwise comparison revealed that the weighted score for brightness level 5 was significantly higher than those for brightness levels 1, 2, 3, 4, and 6. Similarly, within the 5 m group, the difference in the weighted score among the six levels of brightness was also statistically significant (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001), with the weighted scores for brightness 5 and 6 being significantly higher than those for levels 1 to 4. The comparison between distance groups also showed statistical significance. Specifically, when brightness was set at 3, the weighted score for 3m was higher than for 5m (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Conversely, when brightness was set at 6, the weighted score for 3m was lower than for 5m (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001). No statistical significance was found in the differences between lightness 1, 2, 3, and 5 across distance groups (P\u0026thinsp;\u0026gt;\u0026thinsp;0.05),as Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e-B showed.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eComparative analysis of differences between lighting and distance\u003c/h2\u003e \u003cp\u003eWhen the brightness was set to 3, there was a statistically significant difference in the weighted score among groups exposed to the natural light\u0026amp;3m, the artificial light\u0026amp;3m, the natural light\u0026amp;5m, and the artificial light\u0026amp;5m(P\u0026thinsp;=\u0026thinsp;0.014). The pairwise comparison result indicated that the weighted scores for both the natural light\u0026amp;3m group and the artificial light\u0026amp;3m group were higher than those for the natural light\u0026amp;5m group and the artificial light\u0026amp;5m group. When the brightness was set to 6, a statistically significant difference in the weighted score was also observed among these same groups(P\u0026thinsp;=\u0026thinsp;0.015). However, the pairwise comparison result showed that the weighted score of the natural light\u0026amp;3m group and the artificial light\u0026amp;3m group were lower than those for the natural light\u0026amp;5m group and the artificial light\u0026amp;5m group,as Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e showed.\u003c/p\u003e \u003cp\u003eIn the natural light\u0026amp;3m group, a statistical difference was observed in the weighted scores among the six different brightness levels (P\u0026thinsp;=\u0026thinsp;0.018). The pairwise comparison revealed that the weighted score for brightness level 5 was significantly higher than those for brightness levels 1, 2, 3, 4, and 6,as Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e showed.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eBlue recognition\u003c/h2\u003e \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e \u003ch2\u003eIdentification results under different lighting and distance conditions\u003c/h2\u003e \u003cp\u003eWithin the natural light group, the difference in weighted scores among the six brightness levels was statistically significant (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001). The pairwise comparison indicated that brightness levels 5 and 6 were significantly higher than those for levels 2 and 3. Additionally, the brightness level 1 showed no statistical difference in the weighted score compared to levels 2, 3, 4, and 6. The brightness level 6 had a higher weighted score than the brightness level 1. In the artificial light group, the difference in the weighted score among the six brightness levels was also statistically significant (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Here, the weighted score for the brightness level 5 was significantly higher than those for levels 1, 2, and 3, while there was no statistically difference when compared to level 6. Similarly, the weighted score for the brightness level 1 was not statistical different from those for levels 2, 3, 4, and 6. Notably, differences between the two lighting groups did not reach statistical significance,as Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e-A showed.\u003c/p\u003e \u003cp\u003eWithin the 3m group, there was a statistically significant difference in the weighted score among the six levels of brightness (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001). The pairwise comparison revealed that the weighted score for brightness level 5 was significantly higher than those for levels 1, 2, 3, and 4. No statistical difference was found between the weighted score of brightness level 6 and those for brightness levels 1, 3, 4, and 6. In the 5m group, the difference in the weighted score among the six levels of brightness was also statistically significant (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001), with the pairwise comparisons indicating that the weighted score for the brightness levels 5 and 6 were significantly higher than those for levels 1 to 4. Specifically, at brightnee level 2, the weighted score at 3m was higher than that at 5m (P\u0026thinsp;=\u0026thinsp;0.025), whereas changes in the weighted score at other levels of brightness did not exhibit statistical significance across distance groups. It is important to note that there was a statistically significant difference in the distance group, particularly at the brightness level 2, where the weighted score at 3m surpassed that at 5m (P\u0026thinsp;=\u0026thinsp;0.025),as Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e-B showed.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eComparative analysis of lighting and distance\u003c/h2\u003e \u003cp\u003eIn the natural light \u0026amp;5m group, a statistical difference was observed in the weighted score among the six levels of brightness (P\u0026thinsp;=\u0026thinsp;0.029). The pairwise comparison results indicated that the weighted scores for brightness levels 5 and 6 were significantly higher than those for levels 1 to 4. Similarly, in the artificial light\u0026amp;5m group, the difference in the weighted score among the six levels of brightness was also significant(P\u0026thinsp;=\u0026thinsp;0.042), with the weighted score for levels 5 and 6 being significantly higher than those for levels 1 to 4,as Fig.\u0026nbsp;\u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e6\u003c/span\u003e showed.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eGreen recognition\u003c/h2\u003e \u003cdiv id=\"Sec13\" class=\"Section3\"\u003e \u003ch2\u003eRecognition results under different lighting and distance conditions\u003c/h2\u003e \u003cp\u003eWithin the natural light group, there was a statistically significant difference in the weighted score among the six levels of brightness (P\u0026thinsp;=\u0026thinsp;0.005). The pairwise comparisons revealed that the weighted scores for brightness levels 5 and 6 were significantly higher than those for levels 2, and 3. In contrast, the weighted score for brightness level 4 did not exhibit statistically significant differences when compared to the other levels. In the artificial light group, a significant difference in the weighted score among six brightness levels was observed (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Here, the weighted scores for levels 5 and 6 were found to be significantly higher than those for levels 1, 2, and 3, whereas the weighted score for brightness level 4 showed no statistical differences when compared to other levels Notably, differences between the two lighting groups were not statistically significant,as Fig.\u0026nbsp;\u003cspan refid=\"Fig7\" class=\"InternalRef\"\u003e7\u003c/span\u003e-A showed.\u003c/p\u003e \u003cp\u003eWithin the 3m group, there was a statistically significant difference in the weighted score among the six levels of brightness (P\u0026thinsp;=\u0026thinsp;0.003). Specifically, the pairwise comparisons revealed that the weighted score for brightness level 6 was significantly higher than those for levels 1, 2, 3, and 4. However, the weighted score for brightness level 5 did not differ statistically from those of the other levels. In the 5m group, the difference in the weighted score among the six levels of brightness was also statistically significant (P\u0026thinsp;\u0026lt;\u0026thinsp;0.001), with the pairwise comparisons indicating that the weighted scores for brightness 5 and 6 were significantly higher than those for levels 1 to 4. No statistically significant differences were observed between the distance groups,as Fig.\u0026nbsp;\u003cspan refid=\"Fig7\" class=\"InternalRef\"\u003e7\u003c/span\u003e-B showed.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eComparative analysis of differences between lighting and distance\u003c/h2\u003e \u003cp\u003eAt brightness level 3, there was a statistically significant difference in the weighted score among the natural light\u0026amp;3m group, the artificial light\u0026amp;3m group, the natural light\u0026amp;5m group, and the artificial light\u0026amp;5m group (P\u0026thinsp;=\u0026thinsp;0.014). The pairwise comparison results demonstrated that the weighted score for the natural light\u0026amp;3m group was higher than those of the other three groups.\u003c/p\u003e \u003cp\u003eWithin the artificial light\u0026amp;5m group, the weighted score among the six levels of brightness exhibited statistically significant differences (P\u0026thinsp;=\u0026thinsp;0.046). The pairwise comparison results indicated that the weighted scores for brightness levels 5 and 6 were significantly higher than those for brightness levels 1 2, 3 and 4,as Fig.\u0026nbsp;\u003cspan refid=\"Fig8\" class=\"InternalRef\"\u003e8\u003c/span\u003e showed.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003ePurple recognition\u003c/h2\u003e \u003cdiv id=\"Sec16\" class=\"Section3\"\u003e \u003ch2\u003eRecognition results under different lighting and distance conditions\u003c/h2\u003e \u003cp\u003eThe difference in the weighted score across six levels of brightness was not statistically significant within both the natural light group and the night light group (all P\u0026thinsp;\u0026gt;\u0026thinsp;0.05). Additionally, the differences between the lighting groups did not appear to be statistically significant,as Fig.\u0026nbsp;\u003cspan refid=\"Fig9\" class=\"InternalRef\"\u003e9\u003c/span\u003e-A showed.\u003c/p\u003e \u003cp\u003eIn the 3m group, the difference in the weighted score among the six levels of brightness was not statistically significant(P\u0026thinsp;=\u0026thinsp;0.195). In contrast, within the 5m group, the differences in the weighted score across six levels of brightness were statistically significant (P\u0026thinsp;=\u0026thinsp;0.004). The pairwise comparisons revealed that the weighted scores for brightness levels 2 and 5 were significantly higher than those for levels 1, 3, 4, and 6. Furthermore, a statistically significant difference was observed between the distance groups at brightness 5, where the weighted score at 3m was lower than that at 5m (P\u0026thinsp;=\u0026thinsp;0.012),as Fig.\u0026nbsp;\u003cspan refid=\"Fig9\" class=\"InternalRef\"\u003e9\u003c/span\u003e-B showed.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eComparative analysis of differences between lighting and distance\u003c/h2\u003e \u003cp\u003eAcross all levels of brightness, there were no statistically significant differences in the weighted scores between the natural light \u0026amp;3m, the artificial light\u0026amp;3m, the natural ligh\u0026amp;5m, and the artificial light\u0026amp;5m group (all with P\u0026thinsp;\u0026gt;\u0026thinsp;0.05). Furthermore, the weighted score of the natural light\u0026amp;3m group, the artificial light\u0026amp;3m group, the natural light\u0026amp;5m group, and the artificial light\u0026amp;5m group were no statistically significant differences in the weighted score among six levels of brightness (all with P\u0026thinsp;\u0026gt;\u0026thinsp;0.05),as Fig.\u0026nbsp;\u003cspan refid=\"Fig10\" class=\"InternalRef\"\u003e10\u003c/span\u003e showed.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eThe influence of lighting conditions on color brightness recognition\u003c/h2\u003e \u003cp\u003eThe study found no statistically significant differences between the six brightness levels of red and purple in the natural light group, (all with P\u0026thinsp;\u0026gt;\u0026thinsp;0.05). However, there were statistically significant differences between the six brightness levels of yellow, blue, and green. All six brightness levels of red, yellow, blue, and green in the artificial light group were statistically significant. The results for the purple hue were consistent with those of the natural light group.\u003c/p\u003e \u003cp\u003eIn the natural light group, the low-brightness group (brightness levels 5 and 6)for the red, yellow, blue, and green hues were associated with higher scores, whereas the high-brightness levels (brightness levels 2 and 3) received lower scores. The results for these four colors were relatively similar. In contrast, the purple hue stood out from the other colors in the group. Despite the level 5 score in the low-brightness group being the highest, the score for level 6 was the lowest, and the score for the other levels was evenly distributed. The experimental results from the artificial light group were largely consistent with those of the natural light group, with the scores for the low-brightness group slightly higher and the scores for the high-brightness group slightly lower than in the natural light group. The weighted score for the natural light versus the artificial light did not show statistically significant differences between the groups.\u003c/p\u003e \u003cp\u003eOverall, it is evident that colors in the low-brightness group were more favorably received, with higher scores attributed to levels 5 and 6. A distinct pattern has emerged in the selection order of the red, yellow, blue, and green hues, suggesting a preference for these colors in the low-brightness group. The purple hue, however, deviated from this pattern, with scores across the low-brightness, the standard-color, and the high-brightness groups all holding significant weight.The aforementioned results indicate that there is no statistically significant difference in the weighted score between the natural light group and the artificial light group. Regarding to this, we thought that indoor lighting has a negligible effect on the ability of visually impaired children to recognize color brightness.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eThe influence of distance conditions on color brightness recognition\u003c/h2\u003e \u003cp\u003eWithin the 3m group, statistically significant differences in scores were observed among six levels of brightness for the red, yellow, blue, and green hues, except the purple hue. Similarly, within the 5m group, statistically significant differences were noted across six levels of brightness for all five colors.\u003c/p\u003e \u003cp\u003eIn the 3m group, the score for low-brightness groups of the red, yellow, blue, and green were found to be similar to the results performed from varying lighting conditions. The results showed that as the low-brightness group scores(brightness levels 5 and 6) further increase, the high-brightness group scores(brightness levels 2 and 3) continue to decrease. Additionally, the experimental results of the 5m group were consistent with those of the 3m group, and they further amplified the discrepancy between the low-brightness group and the high-brightness group. Apart from the green hue, statistically significant differences were observed in the weighted score between the 3m and 5m groups for the red, yellow, blue, and purple hue.\u003c/p\u003e \u003cp\u003eUpon overall examination, when comparing the distance group to the lighting group, it was observed that the scores for the low-brightness group increased, while the scores for the high-brightness group were relatively lower. The most noticeable differences within the groups were predominantly between the colors of the low-brightness and the high-brightness groups.The results indicated that there was a statistically significant difference in the weighted score between the 3m group and the 5m group. It is suggested that the observation distance has a more pronounced impact on the color brightness recognition of visually impaired children.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe impact of indoor lighting and distance on color recognition among severely visually impaired children constitutes a relatively under-explored area within the realm of visual perception in special education settings. The findings highlight that distance emerges as the primary factor influencing color recognition. Although previous studies have separately investigated color design in the context of both special education schools and the visually impaired, there is a dearth of studies that integrate these two domains. Prior research on color design in special education schools has been deficient in empirical validation of the range of color applications\u003csup\u003e[\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e][\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]\u003c/sup\u003e. Given the pivotal role of color in the indoor environmental context of schools, which significantly impacts the development of visually impaired children\u003csup\u003e[\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e][\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e][\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e][\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]\u003c/sup\u003e, it is imperative to further explore the relationship between color and the indoor environment.\u003c/p\u003e \u003cp\u003eWe posit that the higher scores for the low-brightness color under lighting conditions are less related to the gray-white background of the color palette and more associated with the illumination, color temperature, and color rendering index of the lighting Research by GARDNER, L. R. indicated that neither background color contrast nor chromaticity differences were effective measures for improving the visual function of visually impaired children\u003csup\u003e[\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]\u003c/sup\u003e. However, findings by Mazza, V. suggested that attention was typically allocated to the foreground elements. They believed that unless there is a deliberate focus on the background, the contrast in color may not be noticed\u003csup\u003e[\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e]\u003c/sup\u003e. Several studies have shown that indoor lighting significantly influences color perception, with color temperature and color rendering index impacting human visual comfort\u003csup\u003e[\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e][\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e][\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e]\u003c/sup\u003e. Excessively high values of color temperature and color rendering index can cause the low-brightness color to appear brighter, thereby enhancing their visibility. In experiment settings, natural light, compared to artificial light, tends to have a higher color temperature and a stronger color rendering index, which may be one of the reasons for the higher scores of low-brightness colors. However, M.Lutfi Hidayetoglu proposed that the cool color tone and the high-brightness color are more effective in aiding spatial orientation in the low-illumination environment\u003csup\u003e[\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]\u003c/sup\u003e, which is in direct contrast to our findings. In fact, cool color tones tend to darken the perceived brightness of colors, indicating a similarity between cool color tones and low-brightness colors. Given that our experimental scenarios were computer-generated with complex lighting conditions and involved a diverse set of participants, we believe that the discrepancy in findings may be attributed to the methodology employed in the respective studies. Regarding the specific case of purple, there is a scarcity of literature discussing the phenomenon of purple color. Therefore, we hypothesize that the outcome of purple hues may be intrinsically linked to the color itself. Purple, being a composite color formed by the combination of red and blue, falls outside the traditional primary colors of light (red, green, blue) and pigment (red, yellow, blue). Furthermore, purple is not commonly observed in large quantities in everyday life. The irregular patterns observed in the scoring for purple warrant additional research to elucidate these findings.\u003c/p\u003e \u003cp\u003eThe experimental results concerning distance are consistent with previous studies, confirming that distance is a significant factor affecting color recognition\u003csup\u003e[\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]\u003c/sup\u003e. Statistically significant variations in the weighted score suggested that as distance increases, the recognition rate for high-brightness colors decreases, while low-brightness colors consistently receive higher scores. It is noteworthy that, distance did not produce a significant effect on the recognition of green\u003csup\u003e[\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]\u003c/sup\u003e Furthermore, other studies have also found that the minimum discriminable size for low-brightness backgrounds exceeds that for high-brightness backgrounds\u003csup\u003e[\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]\u003c/sup\u003e, suggesting better recognition for low-brightness colors, which is consistent with our findings. The research by Ying Li further indicated that as observation distance increases, the discriminability of colors decreases, while the perception of black and white by visually impaired individuals relatively improves \u003csup\u003e[\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]\u003c/sup\u003e, providing support for our findings.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study investigated the impact of lighting and distance on color recognition among children with profound visual impairment. The results revealed that lighting has a negligible impact on color recognition, with no significant distinction between natural and artificial light. Notably, the low-brightness group exhibited a slight increase in scores. In terms of distance, it had a more pronounced influence on color recognition, leading to a significant difference between low and high brightness scores. However, the distance did not show a significant impact on the green color system. These findings emphasize the importance of considering lighting and distance factors when addressing the visual needs of visually impaired children. The study also suggests the establishment of a color application system in special education schools tailored specifically for visually impaired children. Standardization of color attributes and indoor lighting parameters should be considered in design practices to cater to the unique visual requirements of visually impaired individuals.\u003c/p\u003e "},{"header":"Methods","content":"\u003ch2\u003eExperimental program for color brightness perception\u003c/h2\u003e\u003cp\u003eParticipants were tasked with identifying the colors red, yellow, blue, green, and purple under varying lighting conditions (natural and artificial light) and distances (3 m and 5 m). Each color was classified into six levels of brightness. The participants aimed to choose 1 to 3 levels of brightness within the color palette based on recognition ability, with the data being recorded accordingly. A weighted scoring method was employed for data analysis, assigning 1 point to each participant's choice, with weights of 50%, 30%, and 20% for the three choices. Data organization, statistical analysis, and interpretation were conducted using SPSS software. Two independent sample t-tests were performed to compare the differences in weighted scores between the two groups, while an analysis of variance (ANOVA) was applied to assess variations across four groups. In cases of group differences, the Student-Newman-Keuls(S-N-K) method was employed for pairwise comparisons. The significance level was set at α = 0.05, with P-values less than 0.05 indicating statistically significant differences.\u003c/p\u003e\u003ch2\u003eParticipant\u003c/h2\u003e\u003cp\u003eThis study comprised a sample of ten severely visually impaired children, ranging in age from 6 to 13 years (M = 10.4, SD = 2.41). The participants were selected from a special education school in Heilongjiang Province, China. All participants were diagnosed with congenital visual impairment without any form of color blindness or weakness,as Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e showed.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eList of experimental subjects\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSerial number\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eClass of vision\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLeft vision\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eRight eye vision\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eN1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eExtremely severe\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.15\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eN2\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eExtremely severe\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.25\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.1\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eN3\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eExtremely severe\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.1\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eN4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eExtremely severe\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.02\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.1\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eN5\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eExtremely severe\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.02\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.12\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eN6\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eExtremely severe\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.2\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eN7\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eExtremely severe\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.2\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.15\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eN8\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eExtremely severe\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.2\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.2\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eN9\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eExtremely severe\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.15\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eN10\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eExtremely severe\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.25\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003ch2\u003eColor brightness test sample\u003c/h2\u003e\u003ch2\u003eSelection of experimental colors\u003c/h2\u003e\u003cp\u003eThe authors categorized the 11 levels of brightness for the 5 colors into 6 color numbers based on the RGB color attributes, as Fig.\u0026nbsp;\u003cspan refid=\"Fig11\" class=\"InternalRef\"\u003e11\u003c/span\u003e showed. The colors labeled as No. 1 are the standard red (255,0,0), medium yellow (255,217,0), standard blue (0,0255), standard green (0,255,0), and standard purple (128, 0, 128). The choice of medium yellow over standard yellow (255, 255, 0) was deliberate, given the prevalence of medium yellow in China’s blind lanes and vehicle turn signals. These five colors were specifically selected for color blindness testing in China and hold practical significance in everyday life.\u003c/p\u003e\u003cp\u003eThe author categorized colors based on brightness into six groups. Group 1 and Group 4 are designated as the standard-color group, characterized by strong hue properties and distinct color tendencies. Groups 2 and Group 3 constitute the high-brightness group, where the standard colors have been adjusted with the white attribute. Groups 5 and Group 6 form the low-brightness group, with the standard colors modified by adjusting the black attributes. This grouping of brightness levels will facilitate the analysis of the specific effects of lighting and distance on color recognition in future experiments.\u003c/p\u003e\u003ch2\u003eThe production of color palettes\u003c/h2\u003e\u003cp\u003eWalls and ceilings in Chinese special education schools are predominantly white or gray. For the purpose of this experiment, 6 levels of brightness for 5 colors were randomly arranged on a gray background, as Fig.\u0026nbsp;12 showed.\u003c/p\u003e\u003ch2\u003eSetting up the experimental environment\u003c/h2\u003e\u003cp\u003eThe experimental site was located in a classroom in a special education school, which was equipped with 9 lighting fixtures. These fixtures were LED models with a warm white color, 40W power, 350Lux illumination, 5000K color temperature, and a color rendering index of 90. The staff in the image is demonstrating the recognition distance, as Fig.\u0026nbsp;\u003cspan refid=\"Fig12\" class=\"InternalRef\"\u003e13\u003c/span\u003e showed. All procedures are conducted under the guidance of the Helsinki Declaration. The staff in the picture agreed to include the photo in the paper, with verbal consent. We have included the staff in the acknowledgments.\u003c/p\u003e\u003ch2\u003eLighting control\u003c/h2\u003e\u003cp\u003eThis study categorized indoor lighting into two distinct types: natural light and artificial light. These two sources of light have distinct color rendering indices, resulting in the display of objects in different colorations The natural light will be simulated at 12:00 Beijing time, with indoor illuminance measured at a range of 370 to 460 Lux. On the other hand, the artificial light will be simulated at 19:00 Beijing time by turning on 9 lights, after which the indoor illuminance is measured to be within the range of 300 to 450 Lux. The experiments we\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003ere\u003c/span\u003e carried out under these two specified lighting situations.\u003c/p\u003e\u003ch3\u003eDistance control\u003c/h3\u003e\u003cp\u003eA similar experiment showed that the observation distance was set at 75 cm \u003csup\u003e[\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]\u003c/sup\u003e. Taking into account the typical interior dimensions of special education schools and aligning with Chinese standards for visual acuity testing, this study employs observation distances of 3 meters and 5 meters. By integrating these distances with indoor lighting conditions, the study aims to examine variations in brightness recognition across different observation distances.\u003c/p\u003e\u003ch2\u003eEthics declarations\u003c/h2\u003e\u003cp\u003eParticipants in this study were recruited from a special education school in China. Verbal consent was obtained from both the school principal and the minor participants. A color perception experiment was then conducted on 10 amblyopic children on campus. As the experiment did not involve drugs or other medical equipment, a written form of consent from the school principal was not necessary. To protect the privacy of the subjects, their names, addresses, and other personal information will not be disclosed in this article.\u003c/p\u003e\u003ch2\u003eApproval for human experiments\u003c/h2\u003e\u003cp\u003e\" The ethical committee of Northeast Forestry University granted waiver of ethics and informed consent for the study due to \"Not involving any drugs or medical related equipment.\" Verbal consent was obtained from all underage participants and their guardians for this study. Ethical approval was waived for privacy reasons. The waiver statement was obtained to ensure informed consent and publication from participants. We guarantee that all procedures are conducted under the guidance of the Helsinki Declaration. The color brightness perception experiment described in the manuscript involves identification and data analysis of subjects in a specific environment, akin to an eye test. Subjects did not use aids or medications during the experiment. The aim of the experiment is to provide guidance to designers on indoor color design, not to conduct medical research. Our research team did not encounter any ethical dilemmas during the experiment.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eDeclaration of conflicting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declares that there is no conflict of interest.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eYG and YL researched literature and conceived the study. XZ was involved in protocol development, gaining ethical approval, patient recruitment and data analysis. YL wrote the first draft of the manuscript. All authors reviewed and edited the manuscript and approved the final version of the manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgements\u003c/h2\u003e \u003cp\u003eTis work was supported by the Education Science Fund of Heilongjiang Province. [GJB1423485]. We are grateful to the teachers at the special education school for their professional support throughout this study. We would also like to thank Ning Cui for recording and organizing the data, and Chuanhao Zhang for assisting our experiments.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eData is provided within the manuscript\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eSP; P. D. (2010.). Global Estimates of Visual Impairment: 2010. The British journal of ophthalmology. https://pubmed.ncbi.nlm.nih.gov/22133988/ \u003c/li\u003e\n\u003cli\u003eYan Hong. (2007) Amblyopia. 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Foreground-background segmentation and attention: A change blindness study. Psychological Research, 69(3), 201-10. doi:https://doi.org/10.1007/s00426-004-0174-9\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-4393353/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4393353/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study examined the impact of indoor lighting conditions and distances on color recognition in visually impaired children. A total of ten participants from a special education school were selected to identify the brightness of five colors under varying lighting(natural and artificial) and distance conditions(3 m and 5 m). Each color was presented at six different brightness levels, which were classified into three groups: low brightness, standard brightness, and high brightness. The participants were instructed to identify the top three brightness levels they considered most attractive, with each rating assigned a weighted score. The findings indicated that: (1) Visually impaired children are able to recognize color brightness in both natural and artificial lighting situations. In indoor settings, the low-brightness group demonstrated superior recognition abilities compared to the high-brightness group. The purple did not exhibit a clear pattern, as colors from the high-brightness, low-brightness, and standard-colour groups were all preferred. (2) A significant difference was observed in the brightness recognition of visually impaired children at distances of 3 m and 5 m. Recognition of low-brightness colors improved with distance, in contrast to high-brightness scores, which declined. Nevertheless, no significant variation was observed in the perception of green with distance changes.\u003c/p\u003e","manuscriptTitle":"Colour Brightness Recognition of Extremely Severe Amblyopia Children in Indoor Environment","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-05-28 20:43:28","doi":"10.21203/rs.3.rs-4393353/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"b47551a4-da02-4f35-be8a-ac6a7cc2cc78","owner":[],"postedDate":"May 28th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":32173832,"name":"Physical sciences/Optics and photonics/Lasers leds and light sources"},{"id":32173833,"name":"Earth and environmental sciences/Environmental social sciences/Psychology and behaviour"}],"tags":[],"updatedAt":"2024-08-01T11:29:30+00:00","versionOfRecord":[],"versionCreatedAt":"2024-05-28 20:43:28","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4393353","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4393353","identity":"rs-4393353","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}