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Student learning performance and indoor environmental quality (IEQ.) in air-conditioned university teaching rooms

机译:空调大学教学室中的学生学习表现和室内环境质量(IEQ。)

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摘要

This study investigates the relationship between Indoor Environmental duality (IEQ) and learning performance in air-conditioned university teaching rooms via subjective assessment and objective measurement. Together with the data of air temperature, relative humidity, air speed, mean radiant temperature, CO_2 concentration, equivalent sound pressure level, horizontal illumination level, occupant activity and clothing insulation level measured in four classrooms and four large lecture halls, self-reported learning performance (in calculating, reading, understanding and typing) and perceived IEQ are evaluated. The results show strong associations of the overall IEQ votes with the environmental parameters. While thermal comfort, indoor air quality and visual environment are of comparable importance, aural environment is the major determining factor. The study also reveals that all IEQ complaints have similar impact on learning performance and there is a good correlation between learning performance and the number of complaints. To aid design needs, empirical expressions that approximate the impact of unsatisfactory IEQ on learning performance loss are proposed.
机译:本研究通过主观评估和客观测量研究室内环境对偶性(IEQ)与空调大学教学室学习成绩之间的关系。结合在四个教室和四个大型演讲厅中测得的空气温度,相对湿度,空气速度,平均辐射温度,CO_2浓度,等效声压级,水平照度级,乘员活动和服装隔热水平等数据,自我报告学习评估性能(在计算,阅读,理解和打字方面)和感知的IEQ。结果表明,整体IEQ投票与环境参数密切相关。虽然热舒适性,室内空气质量和视觉环境具有同等重要的意义,但听觉环境是主要的决定因素。该研究还表明,所有IEQ投诉对学习成绩都有类似的影响,学习成绩与投诉数量之间有很好的相关性。为了满足设计需求,提出了近似不满意的IEQ对学习成绩下降的影响的经验表达式。

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