Workshop with 335 primary school children in The Netherlands: What is needed to improve the IEQ in their classrooms?

Bluyssen, Philomena M.; Kim, Dong Hyun; Eijkelenboom, AnneMarie; Ortiz, Marco A.

doi:10.1016/j.buildenv.2019.106486

Cited by 26 publications

(25 citation statements)

References 47 publications

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“…The differences in the perception of aspects that cause discomfort in the classroom between this study and the contrasted studies [41][42][43][44] may be due to the fact that the variation in the thermal environment not only affects thermal comfort but also has an impact on the perception of other factors related to the indoor environment [56].…”

Section: Discussionmentioning

confidence: 65%

“…The factors that in this study were considered the most influential with 50% of the students' votes were noise, heat and odor. In the study carried out by Zhang et al, where students were divided into different and independent clusters, noise was considered the most annoying followed by odor [43], while in the Sense Lab's experience room, students reported that the problems that affected them most were noise (58%) followed by temperature (53%) [43].…”

Section: Discussionmentioning

confidence: 99%

“…The modifications proposed by the students in this studio range from modifications to clothing, window adjustments, equipping the classroom with air conditioners and fans to planting trees around the classrooms. In the study carried out by Bluyssen et al, students proposed similar solutions [43]. The students of both studies agreed on the need to implement a device that regulates ventilation in the indoor environment, adapting to changes in the outdoor environment automatically.…”

Section: Discussionmentioning

confidence: 99%

“…The qualitative-exploratory and participatory part of the study is carried out using two techniques: emotional drawings, and group debate around them. Through the drawings, students visually express their understanding of indoor comfort in the school [43]. This technique also allows them to graphically communicate which elements provide comfort, and which contribute to a lack thereof.…”

Section: Methodsmentioning

confidence: 99%

“…These new approaches recently discussed in schools in the Netherlands [41][42][43][44] demonstrate that internal comfort in schools results in a wide-spread research topic. However, there are still some gaps that could be studied in greater depth and solved.…”

Section: Introductionmentioning

confidence: 99%

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Overheating in Schools: Factors Determining Children’s Perceptions of Overall Comfort Indoors

et al. 2020

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Climate change is raising the length and intensity of the warm season in the academic year, with a very significant impact on indoor classroom conditions. Increasingly frequent episodes of extreme heat are having an adverse effect on school activities, whose duration may have to be shortened or pace slackened. Fitting facilities with air conditioning does not always solve the problem and may even contribute to discomfort or worsen health conditions, often as a result of insufficient ventilation. Users have traditionally adopted measures to adapt to these situations, particularly in warm climates where mechanical refrigeration is absent or unavailable. Implementation of such measures or of natural ventilation is not always possible or their efficacy is limited in school environments, however. Such constraints, especially in a context where reasonable energy use and operating costs are a primary concern, inform the need to identify the factors that contribute to users’ perceptions of comfort. This study deploys a post-occupancy strategy combined with participatory action to empower occupants as agents actively engaging in their own comfort. It addresses user-identified classroom comfort parameters potentially applicable in the design and layout of thermally suitable spaces meriting occupant acceptance.

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