Teachers and students need good learning environments to perform well. In this study it is pre-supposed that the spatial properties of classrooms can contribute to the quality of the educational process. Thermal, acoustic and visual conditions and indoor air quality (IAQ) may be extremely powerful in order to support the in-class tasks of teachers and students. But what are the optimal conditions? And do schools provide optimal indoor 2019 ISES ISIAQ Joint Annual Meeting – Abstracts | 362 environmental conditions? Research shows that adequate ventilation and thermal comfort in classrooms could improve academic performance of students. However, different studies also suggest that poor indoor environmental quality in classrooms are common and, in some cases, even unhealthy. This study investigates the relationship between indoor air quality (IAQ), perceived indoor air quality (PIAQ) and building-related symptomsof students in university classrooms via subjective assessment and objective measurement. This study was carried out in 59 classrooms of a university of applied sciences in the northern part of the Netherlands during heatingseason. Responses from 366 students were obtained through a questionnaire. Results shows that carbon dioxide concentrations (CO2) exceed minimum Dutch guidelines in 36% of the observed classrooms. Moreover, after a 40 minute class this raised to 45% of the observed classes. Poor IAQ can affect teachers and students level of attention, cause arousal and increase the prevalence of building-related symptoms. A significant correlation was found between CO2 concentrations and PIAQ and between PIAQ and the ability to concentrate, tiredness and dry skin. The research findings imply that increased CO2 concentrations will affect the PIAQ of students and may cause inability to concentrate, increased tiredness and dry skin. These building-related symptoms can cause distraction and affect the academic performance of students negatively. It is highly recommended to improve IAQ in classrooms by offering better indoor environmental conditions through reducing CO2 concentrations.
Not much is known about the favourable indoor air quality in long term care facilities (LTCFs), where older adults suffering from dementia live. Older adults, especially those who suffer from dementia, are more sensible to the indoor environment. However, no special requirements for the indoor air in long term care facilities exist. Due to the decrease in cognition function, it is hard to evaluate comfort and health in this group. Nevertheless, infectious diseases are a persistent problem. Based on literature an assessment methodology has been developed to analyse LTCFs to determine if differences in building characteristics and Heating, Ventilation and Air Conditioning (HVAC) systems influence the spread of airborne infectious diseases. The developed methodology is applied in seven long term care facilities in the Netherlands. After that, the methodology has been evaluated and its feasibility and applicability are discussed. From this study, it can be concluded that this method has potential to evaluate, compare LTCFs, and develop design guidelines for these buildings. However, some adjustments to the methodology are necessary to achieve this objective. Therefore, the relation between the indoor environment and infection risk is not yet analysed, but a consistent procedure to analyse this link is provided.
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In this article a generic fault detection and diagnosis (FDD) method for demand controlled ventilation (DCV) systems is presented. By automated fault detection both indoor air quality (IAQ) and energy performance are strongly increased. This method is derived from a reference architecture based on a network with 3 generic types of faults (component, control and model faults) and 4 generic types of symptoms (balance, energy performance, operational state and additional symptoms). This 4S3F architecture, originally set up for energy performance diagnosis of thermal energy plants is applied on the control of IAQ by variable air volume (VAV) systems. The proposed method, using diagnosis Bayesian networks (DBNs), overcomes problems encountered in current FDD methods for VAV systems, problems which inhibits in practice their wide application. Unambiguous fault diagnosis stays difficult, most methods are very system specific, and finally, methods are implemented at a very late stage, while an implementation during the design of the HVAC system and its control is needed. The IAQ 4S3F method, which solves these problems, is demonstrated for a common VAV system with demand controlled ventilation in an office with the use of a whole year hourly historic Building Management System (BMS) data and showed it applicability successfully. Next to this, the influence of prior and conditional probabilities on the diagnosis is studied. Link to the formal publication via its DOI https://doi.org/10.1016/j.buildenv.2019.106632
The reclaiming of street spaces for pedestrians during the COVID-19 pandemic, such as on Witte de Withstraat in Rotterdam, appears to have multiple benefits: It allows people to escape the potentially infected indoor air, limits accessibility for cars and reduces emissions. Before ordering their coffee or food, people may want to check one of the many wind and weather apps, such as windy.com: These apps display the air quality at any given time, including, for example, the amount of nitrogen dioxide (NO2), a gas responsible for an increasing number of health issues, particularly respiratory and cardiovascular diseases. Ships and heavy industry in the nearby Port of Rotterdam, Europe’s largest seaport, exacerbate air pollution in the region. Not surprisingly, in 2020 Rotterdam was ranked as one of the unhealthiest cities in the Netherlands, according to research on the health of cities conducted by Arcadis. Reducing air pollution is a key target for the Port Authority and the City of Rotterdam. Missing, however, is widespread awareness among citizens about how air pollution links to socio-spatial development, and thus to the future of the port city cluster of Rotterdam. To encourage awareness and counter the problem of "out of sight - out of mind," filmmaker Entrop&DeZwartFIlms together with ONSTV/NostalgieNet, and Rotterdam Veldakademie, are collaborating with historians of the built environment and computer science and public health from TU Delft and Erasmus University working on a spatial data platform to visualize air pollution dynamics and socio-economic datasets in the Rotterdam region. Following discussion of findings with key stakeholders, we will make a pilot TV-documentary. The documentary, discussed first with Rotterdam citizens, will set the stage for more documentaries on European and international cities, focusing on the health effects—positive and negative—of living and working near ports in the past, present, and future.
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.
