Effects of thermal sensation and acclimatization on cognitive performance of adult female students in Saudi Arabia using multivariable‐multilevel statistical modeling

Abstract

In the hot climate of Saudi Arabia, people living year‐round in air‐conditioned spaces are likely to develop high expectations for homogeneity and cool temperatures, becoming potentially more sensitive if thermal conditions deviate from the comfort zone they expect. This paper presents the results from a field intervention investigating the association between participants’ thermal sensations with cognitive performance in a female university in Saudi Arabia. The climatic context plays a key role in choosing Saudi Arabia, whereas the total reliance on air‐conditioners (AC) for cooling is believed to have significant effects on occupants’ perceptions of the comfort temperature. Results reveal discrepancies in the actual thermal sensations between the Saudi and non‐Saudi participants which affected their performances. “Cool” and “Slightly Cool” sensations versus neutral were associated with significant lower percentage of errors and significant higher speed for all participants independently of any association with ethnicity and acclimatization. The estimates remained significant even after adjusting for ethnicity and the number of years spent in the country and the set temperature of AC at home. Implications of the study suggest a preference for staying cool when working independently of acclimatization status.

Improving Learning Through Classroom Experience in East Africa: Temperature, Lighting, and Sound Quality – Inception report

“…We noted above that thermal comfort has a gender dimension (⇡Ahmed et al, 2022), with girls and women generally having higher temperatures of thermal comfort (⇡Wang et al, 2018;during sleep: ⇡Pan et al, 2012). There are also considerations relating to disabilities and adjusting thermal comfort (⇡Parsons, 2002).…”

“…There are different cross-cutting themes and areas of analysis within GESI (Gender Equity and Social Inclusion) - e.g. research around temperature and gender (⇡Ahmed et al, 2022). Women, for example, have higher thermal comfort temperatures.…”

The impact of climate change on education: An evidence synthesis focused on classroom experience in hot climates

“…Manu studies show a significant connection between climate change, school indoor environmental quality, and the classroom experience of students (⇡Ahmed, 2017;⇡Baker, 2012;⇡Barbic et al, 2022;⇡Brink et al, 2020;⇡Hoque & Weil, 2016;⇡Rance et al, 2023;⇡Sarbu & Pacurar, 2015;⇡Wang & Degol, 2016;⇡Xiong et al, 2018). As illustrated below, climate change lead to extreme weather events that negatively impact indoor comfort levels in schools which, in turn, negatively impact student learning (⇡Brink et al, 2020;⇡Kousky, 2016;⇡Toftum et al, 2021).…”

“…Figure4.2. below illustrates how regulating indoor environmental quality factors -temperature, lighting, sound, and air quality -is crucial in creating a conducive learning environment(⇡Ahmed, 2017;⇡Bangay, 2023;⇡Barrett et al, 2015;⇡Cartieaux et al, 2011).Students can experience distractions, high levels of discomfort, and adverse health outcomes as a result of poor indoor environmental quality(⇡Mendell & Heath, 2005;⇡Wargocki & Wyon, 2017). In a range of contexts, for instance, excessive noise has contributed to fatigue, concentration issues, and mental health challenges among students(⇡Castro-Martínez, 2016;⇡Persinger et al, 1999).Moreover, ⇡Yeganeh et al (2018) conducted a systematic review that found heat stress can lead to an 8% drop in cognitive performance.…”