Thermal comfort and adaptive capacities: Differences among students at various school stages

Torriani, Giulia; Lamberti, Giulia; Salvadori, Giacomo; Fantozzi, Fabio; Babich, Francesco

doi:10.1016/j.buildenv.2023.110340

Cited by 24 publications

(4 citation statements)

References 25 publications

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“…In line with the purpose of this research, Torriani et al [55] state that there are diverse thermal comfort expectations in educational environments, especially considering that adaptive capacities are less pronounced at earlier educational stages, such as elementary and high school. Therefore, it is understood that the more advanced a person's educational stage, the greater their adaptive capacity in terms of clothing selection, window operations, and other actions.…”

Section: General Aspects Of the Researchmentioning

confidence: 62%

Thermal Comfort Assessment in University Classrooms: A Discriminant Analysis for Categorizing Individuals According to Gender and Thermal Preferences

Niza,

da Luz,

Broday

2023

Atmosphere

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The concern with the well-being of users in buildings has become increasingly essential, covering aspects related to health, energy efficiency, and productivity. The thermal environment evaluation in buildings has become more frequent due to the time people spend inside them. In this context, this study aimed to analyze thermal comfort in classrooms at a Brazilian University. During the autumn, 50 measurements were performed, resulting in 519 valid responses. The results of the linear regression analysis revealed that the thermal comfort range for females was 20.39–22.19 °C, while for males it was 19.47–22.56 °C. Through discriminant analysis, participants were classified based on their thermal sensation vote (TSV), predicted mean vote (PMV), and thermal preference votes (PREF), achieving a success rate of 76.1% for females and 81.6% for males in forming the groups, which demonstrates the effectiveness of discriminant functions in predicting thermal comfort for both groups. These results highlight the importance of considering gender differences in the search for thermal comfort conditions and providing guidelines that promote the well-being of occupants and the conscious use of energy. This implies adjusting the thermal conditions according to the specific needs of males and females in classrooms, always seeking to provide a suitable environment for activities, and considering energy efficiency and users’ productivity.

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Section: General Aspects Of the Researchmentioning

confidence: 62%

Thermal Comfort Assessment in University Classrooms: A Discriminant Analysis for Categorizing Individuals According to Gender and Thermal Preferences

Niza,

da Luz,

Broday

2023

Atmosphere

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“…Similarly, De Dear et al [63] found a common neutral range (TSV within ±0.5) with operative temperatures between 18.4 and 26.4 • C, and the operative temperature corresponding to TSV = 1 was 30.5 • C in Australian primary and secondary schools with and without air-conditioning in the late summer season period. [27], and therefore, the corresponding comfort operative temperature may be lower. ++ Students are assumed to be acclimatized to summer heat conditions, except in the beginning month of May in cold climates with warm summers [65,66].…”

Section: Identification Of Overheating Eventsmentioning

confidence: 98%

“…Note that in the table, the corresponding threshold operative temperature (T o ) is also shown for the standard indoor conditions of relative humidity of 50% and air speed of 0.15 m/s. Due to their age-related physiological and psychological differences compared with adults, as pointed out in the introduction, school children usually have a wider range of thermal comfort conditions (i.e., a lower slope of TSV vs. T o ), as determined from the results obtained in various field studies [27,63]. The threshold values of SET d and T o in Table 7 are within the reported thermal comfort range of operative temperature between 16 and 30.7 • C in temperate and tropical climates for students in various educational buildings [64].…”

Section: Identification Of Overheating Eventsmentioning

confidence: 99%

“…Strategies that increase dry heat dissipation (such as radiant cooling, using ventilation fans, or lowering the environmental temperature) are thus more suitable for school children than adults who rely more on evaporative sweating under heat exposure. Indeed, results from field studies have shown that students prefer ventilation fans after air-conditioning and lower setpoint temperatures for cooling as compared to adults [26,27]. As for the behavioural adaptation of children to heat, the latter is also limited and varies with their age, with younger children tending to rely on adults to avoid thermal discomfort [28].…”

Section: Introductionmentioning

confidence: 99%

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The Development of Health-Based Overheating Limit Criteria for School Buildings

Laouadi,

Ji,

Jandaghian

et al. 2024

Buildings

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Overheating in school buildings can negatively affect the cognitive learning performance of particularly young students whose thermoregulation systems are still developing. However, currently, in schools, issues related to overheating have been addressed by limiting the exposure time to thermal discomfort. In this paper, the development of a general procedure that combines building and bioheat simulations to evaluate overheating risk in schools and generate health-based overheating limit criteria that may be applied in Canadian schools is described. General school building models, having either old or new constructions, were created based on a primary school building and successfully calibrated using field measurements of indoor temperature and humidity and published building energy use intensity data. Three sets of two limit criteria (exposure duration and severity of overheating) that account for the personal exposure conditions of students in primary, middle, and secondary schools were developed by limiting the body dehydration of students during extreme overheating events. Comparing the proposed limit criteria with the hour of exceedance criterion revealed interesting relationships between them, suggesting the proposed limit criteria as a benchmark for the comfort-based criteria, particularly for the more vulnerable primary and middle schools. The proposed procedure with the obtained overheating limit criteria is intended to be applied in any field or simulation study to assess the risk of overheating in similar school buildings under any local prevailing climate.

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On Clothing Adaptation and Its Impact on Thermal Sensation and PMV in Classrooms

Pittana,

Morandi,

Gasparella

et al. 2024

Lecture Notes in Civil Engineering

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Thermal comfort and adaptive capacities: Differences among students at various school stages

Cited by 24 publications

References 25 publications

Thermal Comfort Assessment in University Classrooms: A Discriminant Analysis for Categorizing Individuals According to Gender and Thermal Preferences

Thermal Comfort Assessment in University Classrooms: A Discriminant Analysis for Categorizing Individuals According to Gender and Thermal Preferences

The Development of Health-Based Overheating Limit Criteria for School Buildings

On Clothing Adaptation and Its Impact on Thermal Sensation and PMV in Classrooms

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