Investigating effects of indoor temperature and lighting on university students’ learning performance considering sensation, comfort, and physiological responses

Abstract

Indoor temperature and lighting are pivotal factors influencing students' learning in university classrooms. These factors impact thermal and lighting sensations, influencing comfort and students' physiology. Despite their recognized importance, further research is needed to thoroughly analyze the intertwining involved in the relationships between sensation, comfort, physiological responses, and learning performance. To address this gap, our study investigates how indoor temperature and lighting affect students' learning performance, considering factors like sensation, comfort, and physiological responses. Seventeen students equipped with biosensor headsets and wristbands underwent experimental trials in a university classroom with varied temperature (20–23 °C, 23–26 °C, and 26–29 °C) and lighting levels (100–300lx, 300–600lx, and 600–900lx). Learning performance was assessed through cognitive tests targeting attention, perception, working-memory, and thinking-abilities. Results indicated a significant interaction between temperature and lighting in learning performance for attention ability (F (4) = [2.460], p = 0.043) and working-memory ability (F (4) = [2.920], p = 0.020). It was also observed that brighter lighting (600–900lx) enhanced task concentration, with peak learning performance observed at 23–26 °C, 600–900lx, and 26–29 °C, 600–900lx. Neutral temperature (23–26 °C) significantly influenced higher working-memory performance, with decrements of 5.20% and 7.54% with temperature changes. The sensation and comfort at 26–29 °C, 600–900lx recompensed for negative emotions for attention ability and 23–26 °C, 100–300lx for working-memory, resulting in higher learning performance. The results can be used to enhance existing indoor environment standards, offering references on environmental interactions and creating a tailored IEQ management plan for geographical regions like North Dakota, thereby improving the learning environment for students in similar areas.