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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Cities are confronted with more frequent heatwaves of increasing intensity discouraging people from using urban open spaces that are part of their daily lives. Climate proofing cities is an incremental process that should begin where it is needed using the most cost-efficient solutions to mitigate heat stress. However, for this to be achieved the factors that influence the thermal comfort of users, such as the layout of local spaces, their function and the way people use them needs to be identified first. There is currently little evidence available on the effectiveness of heat stress interventions in different types of urban space.The Cool Towns Heat Stress Measurement Protocol provides basic guidance to enable a full Thermal Comfort Assessment (TCA) to be conducted at street-level. Those involved in implementing climate adaptation strategies in urban areas, such as in redevelopments will find practical support to identify places where heat stress may be an issue and suggestions for effective mitigation measures. For others, such as project developers, and spatial designers such as landscape architects and urban planners it provides practical instructions on how to evaluate and provide evidence-based justification for the selection of different cooling interventions for example trees, water features, and shade sails, for climate proofing urban areas.
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As a consequence of climate change and urbanization, many cities will have to deal with more flooding and extreme heat stress. This paper presents a framework to maximize the effectiveness of Nature-Based Solutions (NBS) for flood risk reduction and thermal comfort enhancement. The framework involves an assessment of hazards with the use of models and field measurements. It also detects suitable implementation sites for NBS and quantifies their effectiveness for thermal comfort enhancement and flood risk reduction. The framework was applied in a densely urbanized study area, for which different small-scale urban NBS and their potential locations for implementation were assessed. The overall results show that the most effective performance in terms of flood mitigation and thermal comfort enhancement is likely achieved by applying a range of different measures at different locations. Therefore, the work presented here shows the potential of the framework to achieve an effective combination of measures and their locations, which was demonstrated on the case of the Sukhumvit area in Bangkok (Thailand). This can be particularly suitable for assessing and planning flood mitigation measures in combination with heat stress reduction.
Psychosocial problems related to social isolation are a growing issue for wellbeing and health and have become a significant societal problem. This is especially relevant for children and adults with chronic illnesses and disabilities, and those spending extended periods in hospitals or permanently living in assisted living facilities. A lack of social relationships, social connectivity, and the inability to travel freely leads to feelings of isolation and loneliness. Loneliness interventions often use mediated environments to improve the feeling of connectedness. It has been proven that the utilization of haptic technologies enhances realism and the sense of presence in both virtual environments and telepresence in physical places by allowing the user to experience interaction through the sense of touch. However, the technology application is mostly limited to the experiences of serious games in professional environments and for-entertainment-gaming. This project aims to explore how haptic technologies can support the storytelling of semi-scripted experiences in VR to improve participants’ sense of presence and, therefore, the feeling of connectedness. By designing and prototyping the experience, the project aims to obtain insights and offer a better understanding of designing haptic-technology-supported storytelling and its potential to improve connectedness and become a useful tool in isolation interventions. The project will be conducted through the process of participants’ co-creation.
Examining in-class activities to facilitate academic achievement in higher educationThere is an increasing interest in how to create an effective and comfortable indoor environment for lecturers and students in higher education. To achieve evidence-based improvements in the indoor environmental quality (IEQ) of higher education learning environments, this research aimed to gain new knowledge for creating optimal indoor environmental conditions that best facilitate in-class activities, i.e. teaching and learning, and foster academic achievement. The academic performance of lecturers and students is subdivided into short-term academic performance, for example, during a lecture and long-term academic performance, during an academic course or year, for example. First, a systematic literature review was conducted to reveal the effect of indoor environmental quality in classrooms in higher education on the quality of teaching, the quality of learning, and students’ academic achievement. With the information gathered on the applied methods during the literature review, a systematic approach was developed and validated to capture the effect of the IEQ on the main outcomes. This approach enables research that aims to examine the effect of all four IEQ parameters, indoor air quality, thermal conditions, lighting conditions, and acoustic conditions on students’ perceptions, responses, and short-term academic performance in the context of higher education classrooms. Next, a field experiment was conducted, applying the validated systematic approach, to explore the effect of multiple indoor environmental parameters on students and their short-term academic performance in higher education. Finally, a qualitative case study gathered lecturers’ and students’ perceptions related to the IEQ. Furthermore, how these users interact with the environment to maintain an acceptable IEQ was studied.During the systematic literature review, multiple scientific databases were searched to identify relevant scientific evidence. After the screening process, 21 publications were included. The collected evidence showed that IEQ can contribute positively to students’ academic achievement. However, it can also affect the performance of students negatively, even if the IEQ meets current standards for classrooms’ IEQ conditions. Not one optimal IEQ was identified after studying the evidence. Indoor environmental conditions in which students perform at their best differ and are task depended, indicating that classrooms should facilitate multiple indoor environmental conditions. Furthermore, the evidence provides practical information for improving the design of experimental studies, helps researchers in identifying relevant parameters, and lists methods to examine the influence of the IEQ on users.The measurement methods deduced from the included studies of the literature review, were used for the development of a systematic approach measuring classroom IEQ and students’ perceived IEQ, internal responses, and short-term academic performance. This approach allowed studying the effect of multiple IEQ parameters simultaneously and was tested in a pilot study during a regular academic course. The perceptions, internal responses, and short-term academic performance of participating students were measured. The results show associations between natural variations of the IEQ and students’ perceptions. These perceptions were associated with their physiological and cognitive responses. Furthermore, students’ perceived cognitive responses were associated with their short-term academic performance. These observed associations confirm the construct validity of the composed systematic approach. This systematic approach was then applied in a field experiment, to explore the effect of multiple indoor environmental parameters on students and their short-term academic performance in higher education. A field study, with a between-groups experimental design, was conducted during a regular academic course in 2020-2021 to analyze the effect of different acoustic, lighting, and indoor air quality (IAQ) conditions. First, the reverberation time was manipulated to 0.4 s in the intervention condition (control condition 0.6 s). Second, the horizontal illuminance level was raised from 500 to 750 lx in the intervention condition (control condition 500 lx). These conditions correspond with quality class A (intervention condition) and B (control condition), specified in Dutch IEQ guidelines for school buildings (2015). Third, the IAQ, which was ~1100 ppm carbon dioxide (CO2), as a proxy for IAQ, was improved to CO2 concentrations under 800 ppm, meeting quality class A in both conditions. Students’ perceptions were measured during seven campaigns with a questionnaire; their actual cognitive and short-term academic performances were evaluated with validated tests and an academic test, composed by the lecturer, as a subject-matter-expert on the taught topic, covered subjects discussed during the lecture. From 201 students 527 responses were collected and analyzed. 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 unknownFinally, a qualitative case study explored lecturers’ and students’ perceptions of the IEQ of classrooms, which are suitable to give tutorials with a maximum capacity of about 30 students. Furthermore, how lecturers and students interact with this indoor environment to maintain an acceptable IEQ was examined. Eleven lecturers of the Hanze University of Applied Sciences (UAS), located in the northern part of the Netherlands, and twenty-four of its students participated in three focus group discussions. The findings show that lecturers and students experience poor thermal, lighting, acoustic, and IAQ conditions which may influence teaching and learning performance. Furthermore, maintaining acceptable thermal and IAQ conditions was difficult for lecturers as opening windows or doors caused noise disturbances. In uncomfortable conditions, lecturers may decide to pause earlier or shorten a lecture. When students experienced discomfort, it may affect their ability to concentrate, their emotional status, and their quality of learning. Acceptable air and thermal conditions in classrooms will mitigate the need to open windows and doors. This allows lecturers to keep doors and windows closed, combining better classroom conditions with neither noise disturbances nor related distractions. Designers and engineers should take these end users’ perceptions into account, often monitored by facility management (FM), during the renovation or construction of university buildings to achieve optimal IEQ conditions in higher education classrooms.The results of these four studies indicate that there is not a one-size fits all indoor environmental quality to facilitate optimal in-class activities. Classrooms’ thermal environment should be effectively controlled with the option of a local (manual) intervention. Classrooms’ lighting conditions should also be adjustable, both in light color and light intensity. This enables lecturers to adjust the indoor environment to facilitate in-class activities optimally. Lecturers must be informed by the building operator, for example, professionals of the Facility Department, how to change classrooms’ IEQ settings. And this may differ per classroom because each building, in which the classroom is located, is operated differently apart from the classroom location in the building, exposure to the environment, and its use. The knowledge that has come available from this study, shows that optimal indoor environmental conditions can positively influence lecturers’ and students’ comfort, health, emotional balance, and performance. These outcomes have the capacity to contribute to an improved school climate and thus academic achievement.
