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A psychophysiological effect of indoor thermal condition on college students' learning performance through EEG measurement

机译：EEG测量学生学习表现的室内热条件的心理生理效应

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摘要

This study analyzed the psychophysiological effect of the indoor thermal condition on the college students' learning performance. Towards this end, an experiment was conducted on 20 subjects in a climate chamber. Five thermal conditions (PMV -2, -1, 0, 1, and 2) were created using the climate chamber. The indoor environment quality was monitored. At the same time, to analyze learning performance, the subjects were made to perform four cognitive tests to evaluate attention, perceptual, working memory, and executive ability. Furthermore, the subjects' psychophysiological responses, such as their mental workload, mental stress, alertness, and mental fatigue, were measured using an electroencephalogram. Meanwhile, in this study, the statistical significance of the various factors was investigated using one-way repeated-measures ANOVA. It was found through the analysis that there is a significant negative relationship between alertness and working memory ability in the warm condition, whereas there are significant negative relationships between executive ability on one hand and mental workload, alertness, and mental fatigue on the other in the cool condition. Highest learning performance was at a 25.7 degrees C indoor temperature. When the indoor temperature decreased to 17 degrees C, the students' learning performance decreased by about 9.9%, and when the indoor temperature increased to 33 degrees C, the it decreased by about 7.0%. Therefore, this study confirmed that the indoor thermal condition does not directly influence the students' learning performance, but it activates the psychophysiological responses of the students, thus increasing their task load.
机译：本研究分析了室内热条件对大学生学习业绩的心理生理效应。为此，在气候室中的20个受试者进行实验。使用气候室创建五种热条件（PMV -2，-1,0,1和2）。监控室内环境质量。与此同时，为了分析学习绩效，对受试者进行了四次认知测试，以评估注意力，感知，工作记忆和执行能力。此外，使用脑电图测量受试者的心理生理反应，例如他们的心理工作量，精神压力，警觉性和精神疲劳。同时，在这项研究中，使用单向反复措施Anova研究了各种因素的统计显着性。通过分析发现警报和工作记忆能力之间存在显着的负面关系，而一方面的行政能力与另一方面的行政能力之间存在显着的负面关系，另一方面在另一方面的心理工作量和精神疲劳之间凉爽的条件。最高学习的性能是在室内温度25.7摄氏度。当室内温度降至17摄氏度时，学生的学习性能下降约9.9％，当室内温度增加到33℃时，它减少了约7.0％。因此，本研究证实，室内热情不直接影响学生的学习表现，但它激活了学生的心理生理反应，从而增加了他们的任务负荷。

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