Indoor Environmental Quality In Classrooms Research Articles

From perception to prediction: A comparative study of thermal comfort assessment techniques in school facilities

Indoor environmental quality (IEQ) significantly affects learning, health, and productivity in educational buildings, particularly classrooms. Thermal comfort is crucial to IEQ in classrooms, and various approaches have been developed to assess it. This study compares subjective evaluation, fieldwork measurement, and simulation methods in naturally ventilated secondary school classroom environments in Abuja, Nigeria. It evaluates their reliability, validity, advantages, and limitations. In achieving this objective, fieldwork measurements, questionnaire surveys, and building simulations were conducted in 83 classrooms with 2758 respondents. The data were subjected to descriptive and inferential statistical analysis using the analytical software programs SPSS version 23 and Microsoft Excel. The study found that the Actual Mean Vote (AMV) comfort operative temperature for classrooms was 28.7 °C. Findings from the comparative analysis of the methods indicate that the PMV generally overestimates students’ thermal sensation and that the fieldwork measurement Predicted Mean Votes (PMVf) undervalues the neutral temperature by 4.2 °C. In contrast, the computer-simulated Predicted Mean Votes (PMVs) undervalues it by 3.9 °C. The study found that all three methods are valid and reliable, with some advantages and limitations, depending on the assessment’s specific context and goals. The findings provide valuable insights into improving indoor environmental quality and occupant satisfaction in educational buildings, contributing to the discourse on assessing thermal comfort in classrooms and informing the development of more effective assessment methods. The systematic comparison of these methods addresses a notable gap in the literature, providing practical insights to optimize thermal conditions in learning environments.

Understanding how indoor environmental classroom conditions influence academic performance in higher education

PurposeThis study aims to qualitatively examine the relationship between the indoor environmental quality (IEQ), lecturers’ and students’ perceived internal responses and academic performance.Design/methodology/approachTo capture user experiences with the IEQ in classrooms, semi-structured interviews with 11 lecturers and three focus group discussions with 24 students were conducted, transcribed, coded and analyzed using direct content analysis.FindingsThe findings show that lecturers and students experience poor thermal, lighting, acoustic and indoor air quality (IAQ) conditions that may influence their ability to teach and learn. 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 give a break earlier or shorten a lecture. When students experienced discomfort, it may affect their ability to concentrate, their emotional status and their quality of learning.Research limitations/implicationsThe findings originate from a relatively small sample, which might have limited the number and variety of identified associations between environment and users.Practical implicationsMaintaining acceptable air and thermal conditions will mitigate the need to open windows and doors. Keeping doors and windows closed will prevent noise disturbances and related distractions. This will support the quality of learning in classrooms. This study reveals the end users’ perspectives and preferences, which can inspire designers of new school buildings in higher education.Originality/valueThis study emphasizes the importance of creating and maintaining optimal IEQ conditions to support the quality of teaching and learning. These conditions are particularly relevant when classroom occupancy rates are high or outdoor conditions are unfavourable.

Ventilation strategies and children's perception of the indoor environment in Swedish primary school classrooms

This study explored the relationship between children's subjective perception of indoor environmental quality in classrooms, measured thermal and air quality factors, and the type of ventilation. Environmental data were collected in 45 classrooms in 23 primary schools in Sweden during the heating season. Schools with three types of ventilation were recruited: natural or exhaust ventilation (category A), balanced supply-exhaust with constant air volume (category B), and balanced supply-exhaust with variable air volume or demand-controlled ventilation (category C). 796 children (8–14 years of age) answered a questionnaire about their perception of the classroom's indoor environment. Based on ten dichotomous questions, the children's overall perceptions and subjective well-being was scored (“Individual score”) from worst (0) to best (10) perception. A Perception Index (PI) was calculated as the arithmetic mean of the Individual scores from all children in a given classroom. We did not find statistically significant differences in the Individual scores or PI between the three ventilation categories. However, the PI of classrooms with ventilation category A, which also had lower ventilation rates and higher concentrations of pollutants, was noticeably lower than that in classrooms with ventilation category B or C. Correlations between the PI and most of the measured environmental parameters or the individual questions about perception were weak and not significant. The PI may be improved by including factors not considered in this study, such as those related to acoustic and lighting conditions.

A Review on Indoor Environment Quality of Indian School Classrooms

The progress of Indoor Environmental Quality (IEQ) research in school buildings has increased profusely in the last two decades and the interest in this area is still growing worldwide. IEQ in classrooms impacts the comfort, health, and productivity of students as well as teachers. This article systematically discusses IEQ parameters related to studies conducted in Indian school classrooms during the last fifteen years. Real-time research studies conducted on Indoor Air Quality (IAQ), Thermal Comfort (TC), Acoustic Comfort (AcC), and Visual Comfort (VC) in Indian school classrooms from July 2006 to March 2021 are considered to gain insight into the existing research methodologies. This review article indicates that IEQ parameter studies in Indian school buildings are tortuous, strewn, inadequate, and unorganized. There is no literature review available on studies conducted on IEQ parameters in Indian school classrooms. The results infer that in India, there is no well-established method to assess the indoor environmental condition of classrooms in school buildings to date. Indian school classrooms are bleak and in dire need of energy-efficient modifications that maintain good IEQ for better teaching and learning outcomes. The prevailing COVID-19 Pandemic, Artificial Intelligence (AI), National Education Policy (NEP), Sick Building Syndrome (SBS), Internet of Things (IoT), and Green Schools (GS) are also discussed to effectively link existing conditions with the future of IEQ research in Indian school classrooms.

Semivolatile organic compounds in French schools: Partitioning between the gas phase, airborne particles and settled dust.

The indoor environmental quality in classrooms can largely affect children's daily exposure to indoor chemicals in schools. To date, there has not been a comprehensive study of the concentrations of semivolatile organic compounds (SVOCs) in French schools. Therefore, the French Observatory for Indoor Air Quality (OQAI) performed a field study of SVOCs in 308 nurseries and elementary schools between June 2013 and June 2017. The concentrations of 52 SVOCs, including phthalates, polybrominated diphenyl ethers (PBDEs), polychlorinated biphenyls (PCBs), polycyclic aromatic hydrocarbons (PAHs), synthetic musks, and pesticides, were measured in air and settled dust (40 SVOCs in both air and dust, 12 in either air or dust). The results showed that phthalates had the highest concentrations among the SVOCs in both the air and dust. Other SVOCs, including tributyl phosphate, fluorene, phenanthrene, gamma-hexachlorocyclohexane (gamma-HCH, lindane), galaxolide, and tonalide, also showed high concentrations in both the air and dust. Theoretical equations were developed to estimate the SVOC partitioning between the air and settled dust from either the octanol/air partition coefficient or the boiling point of the SVOCs. The regression constants of the equations were determined using the data set of the present study for phthalates and PAHs.

Individually controlled noise reducing devices to improve IEQ in classrooms of primary schools

It is well-known that the indoor environmental quality (IEQ) at schools affects the health, comfort and performance of school children. Considering the need for a more effective way to improve both the IEQ in primary school classrooms and children’s satisfaction, along with the positive potential of individual control, this thesis aimed to propose a new way - individual control - to improve the IEQ in classrooms of primary schools and to increase children’s satisfaction in the Netherlands. First the main IEQ problem in classrooms as well as IEQ perceptions and preferences of the school children were identified through literature and field studies. The outcome showed that noise was the main IEQ problem in classrooms of Dutch primary schools, children could be clustered in according to their IEQ perceptions and preferences, and the reported IEQ-improving actions of the teachers could not effectively improve the IEQ for each child. As a follow-up, lab studies were performed in the SenseLab to explore the effect of background sound on children’s sound perception and performance. Together with the outcome of the field studies, results suggested that individual control is a better way to improve IEQ in classrooms. Therefore, to address the main problem – noise - in classrooms, an individually controlled noisereducing device was designed, prototyped and tested with school children in the SenseLab. The results obtained from the simulations, measurements, and children’s feedback on the prototype of the device, demonstrated the feasibility of such devices in classrooms at primary schools.

Individually controlled noise reducing devices to improve IEQ in classrooms of primary schools

Individually controlled noise reducing devices to improve IEQ in classrooms of primary schools

Actions of primary school teachers to improve the indoor environmental quality of classrooms in the Netherlands

ABSTRACT Indoor environmental quality (IEQ) in classrooms can have an effect on school children’s comfort, health, and performance. In most classrooms, the teacher is the only one who can take actions to change the IEQ. The objective of this study was to identify what teachers usually do to improve IEQ in classrooms and how these actions relate to children’s comfort perceptions. A survey was carried out among 1145 school children (9–12 years) in 21 primary schools (54 classrooms) in the Netherlands. Every child filled out a questionnaire about their comfort perception and every teacher filled out a questionnaire about their IEQ-improving actions and school children’s requests to change the IEQ. The relations among children’s comfort perceptions, their requests, and teachers’ actions were analysed through t-tests and chi-squared tests. The most common action conducted by teachers was opening windows because of the ‘too warm’ complaints. Correspondingly, the most frequent request of the children was opening/closing windows because of thermal discomfort. However, the teachers’ actions did not have a significant impact on children’s comfort perceptions, which means that teachers could not fulfil every child’s needs in a classroom, even though teachers’ actions did relate to the child’s requests.

Clustering of Dutch school children based on their preferences and needs of the IEQ in classrooms

BackgroundIt is well-known that indoor environmental quality (IEQ) in classrooms can have an effect on school children's comfort, health and performance. Unfortunately, information about the school children's perception of IEQ factors in their classrooms is still insufficient. The objective of this study was to better understand school children's IEQ preferences and needs in classrooms. MethodsPerceptions, preferences, and needs regarding the IEQ in classrooms were collected by a questionnaire from 1145 school children (9–12 years) in 21 primary schools (54 classrooms) in the Netherlands. Descriptive analysis, correlation analysis, principal component analysis and two-step cluster analysis were used to analyse the data. ResultsUsing two-step cluster analysis, this study identified six clusters (profiles) of children based on their comfort perceptions and the importance of environmental factors. Among them, four clusters of children had specific concerns related to the IEQ factors: the ‘Sound concerned cluster’, the ‘Smell and Sound concerned cluster’, the ‘Thermal and Draught concerned cluster’, and the ‘Light concerned cluster’. However, the other two clusters of children did not show a specific concern, the ‘All concerned cluster’ was concerned about all IEQ factors in the classroom, while the ‘Nothing concerned cluster’ did not show any concern. ConclusionThis study allows for a better understanding of the preferences and needs of primary school children from their own perspective and provides a foundation for future studies to improve both the IEQ in classrooms and school children's comfort and health.

Self-reported health and comfort of school children in 54 classrooms of 21 Dutch school buildings

BackgroundWhile the indoor environmental quality of classrooms is a potential issue because it may affect the wellbeing of school children, the relations are still poorly studied. This study aimed to investigate the relations between classroom characteristics and health and comfort of school children. Material and methodsA questionnaire was distributed among 1311 school children (8–12 years old, average 10) of 54 classrooms at 21 schools in The Netherlands. Additionally, the survey included an inspection of the school and its installations and an inspection of the classrooms surveyed using checklists, and monitoring of some environmental parameters (temperature, relative humidity and CO2 concentration) in the classrooms. ResultsAmong the children studied, 87% was bothered by noise, 63% by smells, 42% by sunlight when shining, 35% didn't like the temperature in the classroom (too cold or too warm) and 34% experienced temperature changes. Main diseases reported comprised of allergies (26%), rhinitis (17%), hay fever (16%) and eczema (16%). Health and comfort in non-traditional schools was better than in the traditional schools studied (A non-traditional school is a school in which the way of educating children is different from the traditional way of education, according to a different educational theory). Physical building characteristics of the classrooms studied in the traditional schools were associated with the Classroom Symptom Index (location of school building, heating system, solar devices hampering opening windows or ventilation) and the Classroom Comfort Index (ventilation type, window frame colour, floor material and vacuum cleaning frequency). ConclusionsMeasures to improve acoustical, air, and thermal conditions of children in classrooms are needed. More research is required on the use of different lighting systems and use of different colours in classrooms.

Indoor environmental quality of classrooms and occupants' comfort in a special education school in Slovak Republic

The indoor environmental quality (IEQ) of five classrooms in a school special for students diagnosed with learning challenges and attention-deficit/hyperactivity disorder, located in Kosice, Slovak Republic was investigated. Objective measurements of environmental factors were performed in the selected classrooms, including: Temperature, relative humidity, particulate matters (PM) and carbon dioxide concentrations, sound level, and lighting conditions. Subjective evaluations were also carried out through completing survey questionnaires by a total of 34 students and five pedagogical staff in the school. The goal was to determine the influence of IEQ on occupants' comfort and performance. Thermal comfort of occupants was assessed using predicted mean vote–percentage of people dissatisfied (PMV–PPD) model. The major issues in the classrooms were found as extremely large PM10 concentrations for large particles, low level of illuminance (visual discomfort), relatively large CO2 concentration, and high noise (acoustic discomfort). Prevalence of some sick building syndrome symptoms among students and staff were observed. Substantial correlations and differences were found between PMV and thermal sensation votes (TSV) methods results and between PPD and actual percentage of dissatisfied indices (APD). While students were not feeling thermally comfortable in the classrooms, the most concerns of occupants were about the acoustic discomfort. The results confirmed the close relationships between IEQ and performance of the school building occupants.

Perceived indoor environmental quality of classrooms and outcomes: a study of a higher education institution in India

ABSTRACTThe objective of this study was to assess students’ perceptions of the dimensions of the indoor environment of classrooms in a higher education institute in terms of spatial, thermal, visual, indoor air quality (IAQ) and acoustical parameters. This study attempted to determine the factors that influenced the perceived indoor environmental quality (PIEQ) and explored the relation between the perceived importance of indoor environmental quality (PI-IEQ) and academic satisfaction, academic ambience, academic performance and brand name/image of the institution. A field study of indoor environmental quality (IEQ) of 25 classrooms in the National Institute of Technology, Tiruchirappalli, India, was conducted and responses from 1295 students were obtained (N = 1295). Structural equation modelling was employed for data analysis. The research identified the six IEQ factors that influenced PIEQ as adaptive opportunities, furniture, daylight, acoustics, IAQ and thermal aspects. PIEQ had a positive influence on a classroom being perceived as conducive for learning. It was observed that PI-IEQ had the most significant and positive influence on academic ambience. The second most positive influence was on academic satisfaction. PI-IEQ had a positive influence on the brand name/image of the institute and on the academic performance.

Natural ventilation and indoor air quality in educational buildings: experimental assessment and improvement strategies

Indoor environmental conditions in classrooms, in particular temperature and indoor air quality, influence students’ health, attitude and performance. In recent years, several studies regarding indoor environmental quality of classrooms were published and natural ventilation proved to have great potential, particularly in southern European climate. This research aimed to evaluate indoor environmental conditions in eight schools and to assess their improvement potential by simple natural ventilation strategies. Temperature, relative humidity and carbon dioxide concentration were measured in 32 classrooms. Ventilation performance of the classrooms was characterized using two techniques, first by fan pressurization measurements of the envelope airtightness and later by tracer gas measurements of the air change rate assuming different envelope conditions. A total of 110 tracer gas measurements were made and the results validated ventilation protocols that were tested afterward. The results of the ventilation protocol implementation were encouraging and, overall, a decrease on the CO2 concentration was observed without modifying the comfort conditions. Nevertheless, additional measurements must be performed for winter conditions.

Indoor environmental quality of classrooms in Southern European climate

The indoor environmental quality within a classroom is linked to the health, comfort and performance of students. It is well established that there are classroom environments where indoor environmental quality is poor. Therefore, the rehabilitation of school buildings is assumed as an appropriate strategy. Consequently, some countries have sponsored nationwide programs for the rehabilitation of school buildings, whose result has been, in some cases, other than the expected. Classrooms performance in service conditions must be evaluated and, from the results, optimized solutions should be established and carefully designed and executed to have the desired effect. Thus, a research project was defined, aiming to assess the impact of retrofit on the indoor environmental quality of school buildings. The methodology used included the in situ measurement of temperature, relative humidity, carbon dioxide concentration and ventilation rates. A total of 24 classrooms of 9 school buildings (2 non-retrofitted and 7 recently retrofitted) were studied. A long term monitoring was defined with three measurement campaigns: winter, mid-season and summer conditions, each with three weeks length. The results confirmed that non-retrofitted schools need to improve their indoor environmental conditions and in retrofitted buildings mechanical ventilation systems are not being used, with important consequences on the indoor air quality.

Indoor environmental quality in school buildings, and the health and wellbeing of students

Poor indoor environmental quality (IEQ) in classrooms may be a risk for health symptoms and cause absence from school. We conducted a comprehensive study in order to assess the connection between IEQ in Finnish elementary school buildings and the health and academic performance of sixth grade students. The specific aim of the present paper was to study the school- or grade-level prevalence of symptoms in relation to IEQ. The school- or grade-level (i.e. group level) prevalence of self-reported symptoms and perceived IEQ was studied using data collected by a health questionnaire comprising 37 questions. The health questionnaire was sent to all 6th grade students in a stratified random sample of 355 elementary schools in Finland. Indoor environmental conditions were assessed with measurements of ventilation rate and thermal conditions of classrooms in a subsample of 56 schools. Altogether 297 elementary schools participated in the health questionnaire study and a total of 4248 questionnaires were returned (estimated response rate 62.6%). The most common weekly symptoms in the spring semester were fatigue (7.7%), stuffy nose (7.3%), and headache (5.5%). However, both mean prevalence values for different symptoms among all 6th grade students and group-level prevalence values for specific symptoms varied considerably. On the group level, the prevalence values most frequently found above 95% CI (calculated for N=15) were wheezing, cough with wheezing, and fever over 37°C. The most frequently reported IEQ factors causing daily inconvenience in classrooms were noise (11.0%) and stuffy air/poor indoor air quality (IAQ) (7.0%), which were also found most frequently above 95% CI on the group level (calculated for N=15), together with self-reported high indoor temperature and dust or dirtiness. Self-reported daily stuffiness/poor IAQ was significantly correlated with measured mean temperatures and ventilation rates in classrooms. High prevalence of students' self-reported stuffiness/poor IAQ may indicate high indoor temperature or low ventilation rate in classrooms. Also high group level prevalence of other IEQ factors and certain symptoms may be indicative of IEQ problems that should be further studied. The results of this study can be used as a reference for assessing the questionnaire-based prevalence of self-reported symptoms among 6th graders, and their association with IEQ in classrooms. For such assessment, the number of students responding to the questionnaire must be carefully considered, also bearing in mind that prevalence values are symptom specific.

INVESTIGATION OF GREEN RENOVATION SCHEMES IN SCHOOL FACILITIES

The Japanese government has announced the policy to apply large-scale renovation to existing school facilities for anti-earthquake reinforcement. Schemes are being planned for simultaneous green renovation to improve environmental efficiency and indoor environmental quality (IEQ) of classrooms. Questionnaire survey for 625 schools around the country was carried out to investigate the green techniques employed in current renovations in schools. Results showed that layout of the rooms was rarely changed to improve IEQ. Indoor finishing materials were often redone, and appropriate selections of materials could help improve acoustic and lighting environment. Increasing insulation was regarded unnecessary in many cases. Eco-glazing was uncommon despite the large area of windows in schools. Green curtains on exterior walls or biotopes were not popular, but their importance as educational resource needs to be emphasized. HVAC systems were either unprovided or inadequate. Opinions of teachers on IEQ of classrooms need to be reflected for planning green renovation.