The right to comfort: A field study on adaptive thermal comfort in free-running primary schools in Chile

Trebilcock, Maureen; Muñoz, Jaime Soto; Yáñez, Miguel; Martin, Rodrigo Figueroa-San

doi:10.1016/j.buildenv.2016.12.036

Cited by 75 publications

(48 citation statements)

References 18 publications

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“…At the end of each test, the students completed a printed questionnaire containing questions on thermal acceptability (dichotomous Yes/No scale), thermal sensation (ASHRAE's seven‐point scale), and thermal preference (seven‐point scale); the scales are shown in Appendix C in the Supporting Information. The scales were especially developed to be understood by children and were based on a questionnaire used in an extensive field study in Chilean schools . Thermal preference was measured using the seven‐point scale, instead of the common three and five‐point scales, following the scales use by Teli et al and Trebilcock et al .…”

Section: Methodsmentioning

confidence: 99%

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Reducing classroom temperature in a tropical climate improved the thermal comfort and the performance of elementary school pupils

et al. 2018

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A two-week-long intervention study was performed in two classrooms in an elementary school in Costa Rica. Split-cooling air-conditioning (AC) units were installed in both classrooms. During the first week, the air temperature was reduced in one classroom while in the other (placebo) classroom the fans were operated but no cooling was provided. During the second week, the conditions were exchanged to create a 2 × 2 crossover design in which each pupil was their own control. A total of 37 children performed tasks similar to school work and completed questionnaires reporting their thermal sensation and perceptions. Operating the AC units reduced classroom temperature by about 5 K, from about 30 to 25°C. Thermal sensations changed from hot to neutral and slightly cold, and the percentage of children rating the thermal conditions as acceptable increased significantly. Neutral temperature was estimated to be about 27°C. The 11-year-old children performed the language and logical-thinking tasks significantly better in terms of speed at the lower temperature, while the less able pupils performed better on all tasks at the lower temperature. There were no significant effects on accuracy. These results confirm published findings from moderate climates and extend their validity to the tropics. They indicate that acclimatization can increase the optimal temperature for learning.

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Section: Methodsmentioning

confidence: 99%

“…In the autumn, the neutral temperature was estimated to be between 22.4 and 29.2°C but it was not calculated in the summer. In general, the studies summarized in Table suggest that the optimal temperature for tropically acclimatized pupils is a few degrees higher than it is for pupils in moderate climates …”

Section: Introductionmentioning

confidence: 99%

Reducing classroom temperature in a tropical climate improved the thermal comfort and the performance of elementary school pupils

et al. 2018

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“…Trebilcock et al in Chile follow the same line [25]. Furthermore Romana et al in [7], validated Fanger's approach in naturally ventilated Italian classrooms and Dear et al [26] in Australia studied adaptive thermal comfort in school classrooms showing an acceptable summertime range of temperatures from 19.5 to 26.68°C.…”

Section: Indoor Environmental Quality (Ieq) In Schoolsmentioning

confidence: 90%

Natural ventilation systems to enhance sustainability in buildings: a review towards zero energy buildings in schools

et al. 2017

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Abstract. European regulations set the condition of Zero Energy Buildings for new buildings since 2020, with an intermediate milestone in 2018 for public buildings, in order to control greenhouse gases emissions control and climate change mitigation. Given that main fraction of energy consumption in buildings operation is due to HVAC systems, advances in its design and operation conditions are required. One key element for energy demand control is passive design of buildings. On this purpose, different recent studies and publications analyse natural ventilation systems potential to provide indoor air quality and comfort conditions minimizing electric power consumption. In these passive systems are of special relevance their capacities as passive cooling systems as well as air renovation systems, especially in high-density occupied spaces. With adequate designs, in warm/mild climates natural ventilation systems can be used along the whole year, maintaining indoor air quality and comfort conditions with small support of other heating/cooling systems. In this paper is analysed the state of the art of natural ventilation systems applied to high density occupied spaces with special focus on school buildings. The paper shows the potential and applicability of these systems for energy savings and discusses main criteria for their adequate integration in school building designs.

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“…Some studies related to indoor comfort have used a similar number of analysis units [3,21,22]. As for the typology and materiality of the dwellings, houses and apartments built with concrete structures and brick walls were chosen because, in the city, most people have houses with these characteristics.…”

Section: Dwellings Assessmentmentioning

confidence: 99%

“…Regarding educational buildings, the study by Trebilcock et al (2017) [3], aimed to determine the comfort temperature in unheated schoolrooms located in Santiago, Chile through the application of questionnaires based on the adaptive comfort model and simultaneous measurements of internal environmental variables in winter and spring. This study showed that, in general, students are exposed to high temperature variations, both daily and seasonal, where the comfort ranges are significantly lower than those calculated from the adaptive comfort model established for adults.…”

Section: Introductionmentioning

confidence: 99%

Indoor Environmental Quality of Urban Residential Buildings in Cuenca—Ecuador: Comfort Standard

Molina

Yaguana

2018

Buildings

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A key factor for achieving healthy environments in residential buildings is the provision of high indoor environmental quality (IEQ) with respect to the acceptance by its occupants, based on levels of the physical parameters which contribute to IEQ. This research focuses on defining the comfort standards of indoor environments of urban dwellings in the city of Cuenca-Ecuador. It takes into account factors such as temperature, air quality, and natural lightning through a mixed method of quantitative and qualitative measurements. Results determined the following values: a comfort temperature (T n ) of 20.12 • C (with ranges from 16.62 • C to 23.62 • C for an acceptance of 80% and from 17.62 • C to 22.62 • C for an acceptance of 90%), a relative humidity between 40-65%, a maximum CO 2 concentration of 614.25 ppm, a day light factor of ≥5 for the social area and ≥4 for the bedroom, and a minimum illumination level of 300 lux. With these results, it was observed that the comfort levels of temperature, CO 2 concentration, and lighting accepted by local users differ from the standards established in local and international regulations. The determined data constitutes a methodological basis for carrying out similar processes in other localities.

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The right to comfort: A field study on adaptive thermal comfort in free-running primary schools in Chile

Cited by 75 publications

References 18 publications

Reducing classroom temperature in a tropical climate improved the thermal comfort and the performance of elementary school pupils

Reducing classroom temperature in a tropical climate improved the thermal comfort and the performance of elementary school pupils

Natural ventilation systems to enhance sustainability in buildings: a review towards zero energy buildings in schools

Indoor Environmental Quality of Urban Residential Buildings in Cuenca—Ecuador: Comfort Standard

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