E3S Web of Conf.
Volume 396, 2023The 11th International Conference on Indoor Air Quality, Ventilation & Energy Conservation in Buildings (IAQVEC2023)
|Number of page(s)||8|
|Section||Indoor Environmental Quality (IEQ), Human Health, Comfort and Productivity|
|Published online||16 June 2023|
Assessing the effect of a classroom IEQ on student satisfaction, engagement and performance
1 KU Leuven, Department of Civil Engineering, Building Physics and Sustainable Design, Ghent Campus, Belgium
2 University College Leuven Limburg, Smart Organizations and Sustainable Resources, Diepenbeek, Belgium
3 Technical University of Denmark, Department of Civil and Mechanical Engineering, Kgs. Lyngby, Denmark
* Corresponding author: email@example.com
Inappropriate indoor environmental quality (IEQ) conditions are shown to reduce occupants’ satisfaction, wellbeing and performance. Therefore, it is crucial to provide an excellent classroom IEQ in order to minimize learning loss among students. This study determines the effect of different thermal and indoor air quality (IAQ) conditions in a classroom on students’ satisfaction, study engagement and cognitive performance. Three data collection campaigns were performed in a university classroom. Data collection consisted of (1) continuous IEQ monitoring (i.e., temperature, relative humidity, CO2, …), (2) frequent assessments of students’ satisfaction with IEQ and study engagement via here-and-now surveys, and (3) evaluations of students’ memory and processing speed. The IEQ conditions were varied by adapting (1) a room temperature setpoint between 18°C to 26°C and (2) a CO2-setpoint between 500 ppm and 1000 ppm. A mixed-effects regression analysis on the collected data showed statistically significant relationships between students’ study engagement and the room temperature trend, air enthalpy, relative humidity and TVOC-concentrations in the classroom. The addition of data on students’ satisfaction with IEQ only improved a minority of model fits. A statistically significant difference in students’ memory was found between test conditions. However, a randomized experimental design is needed to determine the relationship between the classroom IEQ and students’ cognitive performance.
© The Authors, published by EDP Sciences, 2023
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.
Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.
Initial download of the metrics may take a while.