Indoor environment quality assessment in classrooms: An integrated approach

Abstract

Indoor Environmental Quality is an important issue in educational buildings since it is directly related to students' well-being and learning activities. Indoor Environmental Quality parameters have been assessed in three representative campus building typologies (old, new, and retrofitted), in Tehran, Iran, by measurements and questionnaire (n = 842) from July 2016 to April 2017. Results have been compared to the students' overall satisfaction level and recommended standards. According to results, minimum attention to local standards with regard to Indoor Air Quality, acoustic, and lighting, especially in the old and retrofitted buildings, seems the main reason of low environmental quality in the studied cases. Fitting a multiple regression model to the questionnaire data, a mathematical model is developed to predict the overall comfort (Indoor Environmental Quality index). Studied buildings have been ranked based on the Indoor Environmental Quality index from high quality: I (building C) to out of the comfort range: IV (building A). Moreover, results reveal that the acceptable range of each Indoor Environmental Quality parameters, especially with regard to thermal and acoustic comfort, is broader in real condition in comparison with the standards. Finally, the buildings' annual energy consumption is used to propose a Retrofit Potential Index in order to assess the impact of comfort parameters on energy consumption by integrated analyses.

How classroom acoustics influence students and teachers: A systematic literature review

“…Although new possibilities may range up to automation of all processes carried out in classroom settings, and despite research is already reporting results (Abdel-Basset, Manogaran, Mohamed & Rushdy, 2019) (Zawacki-Richter, Marín, Bond & Gouverneur, 2019), this literature review on acoustics juxtaposed to the smart classrooms conceptualisation shows that we are still far from such advanced solutions to be implemented in schools. Short-term advances will rather consider systems for improving sound quality and reducing noise (Russo & Ruggiero, 2018), systems for giving teachers insights into current needs (Jayahari et al, 2017), devices for controlling sound exposure (Guntha et al, 2016) and designs aimed at providing more sustainable settings (Tahsildoost & Zomorodian, 2018).…”

“…The future classrooms can promote better and faster learning facilitating the education for sustainable development (Cebrián, Palau & Mogas, 2020) because their design must be greener and more sustainable (Tahsildoost & Zomorodian, 2018). The use of new materials and absorbent panels (Russo & Ruggiero, 2018) are being considered in schools, to ensure quality of learners and teachers' performance.…”

“…The 4IR introduces in education Big Data, Artificial Intelligence, Internet of Things and other possibilities (Zhong, Xu, Klotz & Newman, 2017), making it possible to improve the personalisation of learning experiences and offering a much more effective teaching system (Mogas et al, 2020). By using the mentioned advances or less complex solutions, controlling acoustics in smart classrooms appear in the form of systems for improving sound quality and reducing noise (Russo & Ruggiero, 2018), systems for giving teachers insights into current needs (Jayahari, Beenu & Bijlani, 2017), devices for controlling sound exposure (Guntha, Hariharan & Rangan, 2016) and designs aimed at providing greener and more sustainable settings (Tahsildoost & Zomorodian, 2018;Trematerra & Lombardi, 2017;Iannace, Trematerra & Trematerra, 2014). Indeed, sustainability also plays a key role in acoustics for smart classrooms (Roy, 2010).…”

Technical requirements for translucent structures of schools and kindergartens

“…Considering the significant differentiation of the school's and kindergarten's premises according to their functional purpose and mode of operation, it seems promising to develop adaptive window systems that allow them to change their constructive solution during the day and in the annual cycle taking into account changing external conditions and modes of operation of premises. Researches show [17][18][19][20][21] that when choosing windows it is necessary to additionally conduct also a multifactor analysis of their technical characteristics (light transmission, thermal protection, sound insulation, etc. ).…”

Sustainability of Schools: A Multidisciplinary Approach to Studying Air Quality in Educational Buildings

“…Several studies, including experimental campaigns, with in situ measurements of the IAQ and thermo-hygrometric variables, have had the aim of characterizing school environments with regard to air quality and comfort [25], [26]; the most suitable methods and ventilation systems to ensure air quality in school environments, and their impact in particular on CO 2 concentration [27]- [30].…”