The benefits of having a high indoor environmental quality (IEQ) for a healthy life and optimal performance are well known. In addition, research has been executed on the effects of indoor environmental parameters such as (day)light, sound/ acoustics, temperature, and air quality on people living with dementia.
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Light therapy for older persons with dementia is often administered with light boxes, even though indoor ambient light may more comfortably support the diverse lighting needs of this population. Our objective is to investigate the influence of indoor daylight and lighting on the health of older adults with dementia living in long-term care facilities. A systematic literature search was performed within PubMed, CINAHL, PsycINFO, Web of Science and Scopus databases. The included articles (n=37) were published from 1991 to 2020. These articles researched the influence of existing and changed indoor light conditions on health and resulted in seven categories of health outcomes. Although no conclusive evidence was found to support the ability of indoor light to decrease challenging behaviors or improve circadian rhythms, findings of two studies indicate that exposure to (very) cool light of moderate intensity diminished agitation. Promising effects of indoor light were to reduce depressive symptoms and facilitate spatial orientation. Furthermore, there were indications that indoor light improved one’s quality of life. Despite interventions with dynamic lighting having yielded little evidence of its efficacy, its potential has been insufficiently researched among this study population. This review provides a clear and comprehensive description of the impact of diverse indoor light conditions on the health of older adults with dementia living in long-term care facilities. Variation was seen in terms of research methods, (the description of) light conditions, and participants’ characteristics (types and severity of dementia), thus confounding the reliability of the findings. The authors recommend further research to corroborate the beneficial effects of indoor light on depression and to clarify its role in supporting everyday activities of this population. An implication for practice in long-term care facilities is raising the awareness of the increased lighting needs of aged residents. Original article at: https://doi.org/10.2147/CIA.S297865
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This study explores if multiple alterations of the classrooms' indoor environmental conditions, which lead to environmental conditions meeting quality class A of Dutch guidelines, result in a positive effect on students' perceptions and performance. A field study, with a between-group experimental design, was conducted during the academic course in 2020–2021. First, the reverberation time (RT) was lowered in the intervention condition to 0.4 s (control condition 0.6 s). Next, the horizontal illuminance (HI) level was raised in the intervention condition to 750 lx (control condition 500 lx). Finally, the indoor air quality (IAQ) in both conditions was improved by increasing the ventilation rate, resulting in a reduction of carbon dioxide concentrations, as a proxy for IAQ, from ~1100 to <800 ppm. During seven campaigns, students' perceptions of indoor environmental quality, health, emotional status, cognitive performance, and quality of learning were measured at the end of each lecture using questionnaires. Furthermore, students' objective cognitive responses were measured with psychometric tests of neurobehavioural functions. Students' short-term academic performance was evaluated with a content-related test. From 201 students, 527 responses were collected. The results showed that the reduction of the RT positively influenced students' perceived cognitive performance. A reduced RT in combination with raised HI improved students' perceptions of the lighting environment, internal responses, and quality of learning. However, this experimental condition negatively influenced students' ability to solve problems, while students' content-related test scores were not influenced. This shows that although quality class A conditions for RT and HI improved students' perceptions, it did not influence their short-term academic performance. Furthermore, the benefits of reduced RT in combination with raised HI were not observed in improved IAQ conditions. Whether the sequential order of the experimental conditions is relevant in inducing these effects and/or whether improving two parameters is already beneficial, is unknown.
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To understand how transition across different thermal zones in a building impacts the thermal perception of occupants, the current work examines occupant feedback in two work environments — nursing staff in hospital wards and the workers in an office. Both studies used a mix of subjective surveys and objective measurements. A total of 96 responses were collected from the hospital wards while 142 were collected from the office. The thermal environment in the hospital wards was perceived as slightly warm on the ASHRAE thermal sensation scale (mean TSV = 1.2), while the office workers rated their environment on the cool side (mean TSV = 0.15). The results also show that when the transitions were across temperature differences within 2 °C, the thermal perception was not impacted by the magnitude of the temperature difference — as reflected in occupant thermal sensation and thermal comfort/thermal acceptability vote. This would imply that the effect of temperature steps on thermal perception, if any, within these boundaries, was extremely short lived. These findings go towards establishing the feasibility of heterogeneous indoor thermal environments and thermal zoning of workspaces for human comfort.
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Background and aim – In this study, it is pre-supposed that the indoor environmental conditions of classrooms can contribute to the quality of the educational process. Thermal, acoustic and visual conditions and indoor air quality (IAQ) may be extremely supportive in order to support the in-class tasks of teachers and students. This study explores the influence of these conditions on the perceived comfort and quality of learning of students in higher education. Methodology – In a case study design, the actual IEQ of 34 classrooms which are spread over four school buildings in North Netherlands and 276 related student perceptions were collected. The measurements consisted of in situ physical measurements. At the same moment the perceived indoor environmental quality (PIEQ) and the perceived quality of learning (PQL) of students were measured with a questionnaire. Results – Observed are high carbon dioxide concentrations and high background noise levels. A relation was observed between perceived acoustic and visual conditions, IAQ, and the PQL indicating that a poor IEQ affects the PQL. A linear regression analyses showed that in this study the perceived impact on the quality of learning was mainly caused by perceived acoustic comfort. Originality – With the applied innovative measuring instrument it is possible to measure both the actual IEQ as well as the PIEQ and PQL. This method can also be used to assess a reference and intervention condition. Practical or social implications – The applied measuring instrument provides school management with information about the effectiveness of improved IEQ and students’ satisfaction, which can be the basis for further improvement.
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Not much is known about the favourable indoor air quality in long term care facilities (LTCFs), where older adults suffering from dementia live. Older adults, especially those who suffer from dementia, are more sensible to the indoor environment. However, no special requirements for the indoor air in long term care facilities exist. Due to the decrease in cognition function, it is hard to evaluate comfort and health in this group. Nevertheless, infectious diseases are a persistent problem. Based on literature an assessment methodology has been developed to analyse LTCFs to determine if differences in building characteristics and Heating, Ventilation and Air Conditioning (HVAC) systems influence the spread of airborne infectious diseases. The developed methodology is applied in seven long term care facilities in the Netherlands. After that, the methodology has been evaluated and its feasibility and applicability are discussed. From this study, it can be concluded that this method has potential to evaluate, compare LTCFs, and develop design guidelines for these buildings. However, some adjustments to the methodology are necessary to achieve this objective. Therefore, the relation between the indoor environment and infection risk is not yet analysed, but a consistent procedure to analyse this link is provided.
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Several studies found that classrooms' indoor environmental quality (IEQ) can positively influence in-class activities. Understanding and quantifying the combined effect of four indoor environmental parameters, namely indoor air quality and thermal, acoustic, and lighting conditions on people is essential to create an optimal IEQ. Accordingly, a systematic approach was developed to study the effect of multiple IEQ parameters simultaneously. Methods for measuring the IEQ and students' perceived IEQ, internal responses, and academic performance were derived from literature. Next, this systematic approach was tested in a pilot study during a regular academic course. The perceptions, internal responses, and short-term academic performance of participating students (n = 163) were measured. During the pilot study, the IEQ of the classrooms varied slightly. Significant associations (p < 0.05) were observed between these natural variations and students' perceptions of the thermal environment and indoor air quality. These perceptions were significantly associated with their physiological and cognitive responses (p < 0.05). Furthermore, students' perceived cognitive responses were associated with their short-term academic performance (p < 0.01). The observed associations confirm the construct validity of the systematic approach. However, its validity for investigating the influence of lighting remains to be determined.
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Teachers and students need good learning environments to perform well. In this study, it is pre-supposed that the spatial properties of classrooms are important facilitators of the educational process. Ideally, school buildings in general and classrooms in particular should influence the educational process positively by providing a healthy and comfortable built environment. A healthy and comfortable indoor environment is provided by optimal conditions for IAQ, thermal comfort, acoustic comfort and visual comfort. A pleasant temperature, fresh air, good soundscape and lighting conditions will support the in-class tasks of lecturers and students. But do schools provide optimal environmental learning conditions? Maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students. A first orientating literature study reveals that that classroom conditions are far from optimal and in some cases even unhealthy and affect the performance of teachers and students negatively. Overall, evidence suggests that poor indoor environment quality in schools is common and adversely influences the performance and attendance of students, primarily through health effects from indoor pollutants. Based on this evidence, it is highly recommended to improve environmental conditions in classrooms in higher education in The Netherlands by offering a better indoor air quality and thermal conditions and by improving the acoustic and lighting conditions.
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Europeans are living longer than ever in history, because of the economic growth and advances in hygiene and health care. Today, average life expectancy is over 80, and by 2020 around 25% of the population will be over 65. The increasing group of older people poses great challenges in terms of creating suitable living environments and appropriate housing facilities. The physical indoor environment plays an important role in creating fitting, comfortable and healthy domestic spaces. Our senses are the primary interface with the built environment. With biological ageing, a number of sensory changes occur as a result of the intrinsic ageing process in sensory organs and their association with the nervous system. These changes can in turn change the way we perceive the environment around us. It is important to understand these changes when designing for older occupants, for instance, care homes, hospitals and private homes, as well as office spaces given the developments in the domain of staying active at work until older age.
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This study reports the outcomes of a systematic literature review, which aims to determine the influence of four indoor environmental parameters — indoor air, thermal, acoustic, and lighting conditions —on the quality of teaching and learning and on students' academic achievement in schools for higher education, defined as education at a college or university. By applying the Cochrane Collaboration Method, relevant scientific evidence was identified by systematically searching in multiple databases. After the screening process, 21 publications of high relevance and quality were included. The collected evidence showed that the indoor environmental quality (IEQ) can contribute positively to the quality of learning and short‐term academic performance of students. However, the influence of all parameters on the quality of teaching and the long‐term academic performance could not be determined yet. Students perform at their best in different IEQ conditions, and these conditions are task‐dependent, suggesting that classrooms which provide multiple IEQ classroom conditions facilitate different learning tasks optimally. In addition, the presented evidence illuminates how to examine the influence of the IEQ on users. Finally, this information supports decision‐makers in facility management and building systems engineering to improve the IEQ, and by doing so, allow teachers and students to perform optimally.
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