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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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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Teachers and students need good learning environments to perform well. In this study it is pre-supposed that the spatial properties of classrooms can contribute to the quality of the educational process. Thermal, acoustic and visual conditions and indoor air quality (IAQ) may be extremely powerful in order to support the in-class tasks of teachers and students. But what are the optimal conditions? And do schools provide optimal indoor 2019 ISES ISIAQ Joint Annual Meeting – Abstracts | 362 environmental conditions? Research shows that adequate ventilation and thermal comfort in classrooms could improve academic performance of students. However, different studies also suggest that poor indoor environmental quality in classrooms are common and, in some cases, even unhealthy. This study investigates the relationship between indoor air quality (IAQ), perceived indoor air quality (PIAQ) and building-related symptomsof students in university classrooms via subjective assessment and objective measurement. This study was carried out in 59 classrooms of a university of applied sciences in the northern part of the Netherlands during heatingseason. Responses from 366 students were obtained through a questionnaire. Results shows that carbon dioxide concentrations (CO2) exceed minimum Dutch guidelines in 36% of the observed classrooms. Moreover, after a 40 minute class this raised to 45% of the observed classes. Poor IAQ can affect teachers and students level of attention, cause arousal and increase the prevalence of building-related symptoms. A significant correlation was found between CO2 concentrations and PIAQ and between PIAQ and the ability to concentrate, tiredness and dry skin. The research findings imply that increased CO2 concentrations will affect the PIAQ of students and may cause inability to concentrate, increased tiredness and dry skin. These building-related symptoms can cause distraction and affect the academic performance of students negatively. It is highly recommended to improve IAQ in classrooms by offering better indoor environmental conditions through reducing CO2 concentrations.
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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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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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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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Backgroundand 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 – Observedare high carbon dioxide concentrations and high background noise levels. Arelation was observed between perceived acoustic and visual conditions, IAQ,and the PQL indicating that a poor IEQ affects the PQL. A linear regressionanalyses showed that in this study the perceived impact on the quality oflearning 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 alsobe used to assess a reference and intervention condition.Practical or social implications – The applied measuring instrument provides schoolmanagement with information about the effectiveness of improved IEQ and students’ satisfaction, which can be the basis for further improvement.Type ofpaper – Research paper.
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This study examines the impact of moderate and high lighting and indoor air quality (IAQ) conditions on students’ well-being during a regular academic course in higher education. To determine the precise contribution of these two indoor environmental factors, students’ perceptions of their well-being were examined with the Positive and Negative Affect, Basic Emotional Process, and Karolinska Sleepiness Scale. Data were collected from 83 students, resulting in 285 responses, distributed across four combinations of moderate and high IAQ conditions, resp. > 800 ppm ≤ 950 ppm carbon dioxide (CO2) and < 800 ppm CO2, and moderate and high horizontal illuminance (HI) levels, resp. 500 lx and 750 lx. The results indicated that high HI levels did not enhance students’ perceived well-being compared to moderate levels. However, high IAQ conditions significantly contributes to students’ well-being, compared to moderate conditions. Interaction effects between the two factors were observed at moderate conditions.
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from the article: Abstract Based on a review of recent literature, this paper addresses the question of how urban planners can steer urban environmental quality, given the fact that it is multidimensional in character, is assessed largely in subjective terms and varies across time. The paper explores three questions that are at the core of planning and designing cities: ‘quality of what?’, ‘quality for whom?’ and ‘quality at what time?’ and illustrates the dilemmas that urban planners face in answering these questions. The three questions provide a novel framework that offers urban planners perspectives for action in finding their way out of the dilemmas identified. Rather than further detailing the exact nature of urban quality, these perspectives call for an approach to urban planning that is integrated, participative and adaptive. ; ; sustainable urban development; trade-offs; quality dimensions
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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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