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A systematic approach to quantify the influence of indoor environmental parameters on students' perceptions, responses, and short‐term academic performance

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 i...

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Autores principales: Brink, Henk W., Loomans, Marcel G. L. C., Mobach, Mark P., Kort, Helianthe S. M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9828016/
https://www.ncbi.nlm.nih.gov/pubmed/36305072
http://dx.doi.org/10.1111/ina.13116
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author Brink, Henk W.
Loomans, Marcel G. L. C.
Mobach, Mark P.
Kort, Helianthe S. M.
author_facet Brink, Henk W.
Loomans, Marcel G. L. C.
Mobach, Mark P.
Kort, Helianthe S. M.
author_sort Brink, Henk W.
collection PubMed
description 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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spelling pubmed-98280162023-01-10 A systematic approach to quantify the influence of indoor environmental parameters on students' perceptions, responses, and short‐term academic performance Brink, Henk W. Loomans, Marcel G. L. C. Mobach, Mark P. Kort, Helianthe S. M. Indoor Air Original Articles 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. John Wiley and Sons Inc. 2022-10-17 2022-10 /pmc/articles/PMC9828016/ /pubmed/36305072 http://dx.doi.org/10.1111/ina.13116 Text en © 2022 The Authors. Indoor Air published by John Wiley & Sons Ltd. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
spellingShingle Original Articles
Brink, Henk W.
Loomans, Marcel G. L. C.
Mobach, Mark P.
Kort, Helianthe S. M.
A systematic approach to quantify the influence of indoor environmental parameters on students' perceptions, responses, and short‐term academic performance
title A systematic approach to quantify the influence of indoor environmental parameters on students' perceptions, responses, and short‐term academic performance
title_full A systematic approach to quantify the influence of indoor environmental parameters on students' perceptions, responses, and short‐term academic performance
title_fullStr A systematic approach to quantify the influence of indoor environmental parameters on students' perceptions, responses, and short‐term academic performance
title_full_unstemmed A systematic approach to quantify the influence of indoor environmental parameters on students' perceptions, responses, and short‐term academic performance
title_short A systematic approach to quantify the influence of indoor environmental parameters on students' perceptions, responses, and short‐term academic performance
title_sort systematic approach to quantify the influence of indoor environmental parameters on students' perceptions, responses, and short‐term academic performance
topic Original Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9828016/
https://www.ncbi.nlm.nih.gov/pubmed/36305072
http://dx.doi.org/10.1111/ina.13116
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