Developing an algorithm to illustrate the likelihood of the dissatisfaction rate with relation to the indoor temperature in naturally ventilated classrooms

Azadeh Montazami, M. Gaterell, F. Nichol, M. Lumley, C. Thoua

Research output: ResearchArticle

  • 4 Citations

Abstract

There is a direct link between the attainment of children at school and the thermal conditions in classrooms and there are guidelines in place to help designers provide the most effective thermal conditions. However, results from thermal comfort surveys and the collection of the perception of 662 pupils, aged between 8 and 11 in 27 naturally ventilated classrooms from eight primary schools located in the West Midlands, UK during the cooling seasons of 2014 and 2015 suggest that simply designing to a threshold comfort temperature might not be enough to ensure the most effective learning environments are delivered. Indeed, these results confirm that children's threshold comfort temperatures are at least 3 °C lower than adults during cooling seasons in a typical free running UK primary school classroom. Such a difference is important as it is teachers that almost invariably control internal comfort conditions and in adjusting to meet their own preferences might not deliver the most effective learning environments. Consequently, an algorithm has been developed that allows the likely satisfaction rate of children in relation to the indoor temperature in a primary school classroom to be mapped explicitly and provides the basis for comparing differences in satisfaction between adults and children in the same space. The use of this tool can further help designers and teachers deliver and control classroom environments in a way that maximises educational performance.

NOTICE: this is the author’s version of a work that was accepted for publication in Building and Environment. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Building and Environment [111 (2016)] DOI: 10.1016/j.buildenv.2016.10.009

© 2016, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/
LanguageEnglish
Pages61-71
JournalBuilding and Environment
Volume111
DOIs
StatePublished - 20 Oct 2016

Fingerprint

classroom
primary school
Cooling
Thermal comfort
learning
temperature
cooling
learning environment
Temperature
Quality control
formatting
quality control
peer review
license
attribution
school
rate
performance

Bibliographical note

Due to publisher policy, the full text is not available on the repository until the 20th of October 2017

Keywords

  • Adaptive thermal comfort
  • Overheating
  • Children
  • Perception
  • Adult
  • Primary schools

Cite this

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title = "Developing an algorithm to illustrate the likelihood of the dissatisfaction rate with relation to the indoor temperature in naturally ventilated classrooms",
abstract = "There is a direct link between the attainment of children at school and the thermal conditions in classrooms and there are guidelines in place to help designers provide the most effective thermal conditions. However, results from thermal comfort surveys and the collection of the perception of 662 pupils, aged between 8 and 11 in 27 naturally ventilated classrooms from eight primary schools located in the West Midlands, UK during the cooling seasons of 2014 and 2015 suggest that simply designing to a threshold comfort temperature might not be enough to ensure the most effective learning environments are delivered. Indeed, these results confirm that children's threshold comfort temperatures are at least 3 °C lower than adults during cooling seasons in a typical free running UK primary school classroom. Such a difference is important as it is teachers that almost invariably control internal comfort conditions and in adjusting to meet their own preferences might not deliver the most effective learning environments. Consequently, an algorithm has been developed that allows the likely satisfaction rate of children in relation to the indoor temperature in a primary school classroom to be mapped explicitly and provides the basis for comparing differences in satisfaction between adults and children in the same space. The use of this tool can further help designers and teachers deliver and control classroom environments in a way that maximises educational performance.NOTICE: this is the author’s version of a work that was accepted for publication in Building and Environment. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Building and Environment [111 (2016)] DOI: 10.1016/j.buildenv.2016.10.009© 2016, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/",
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AU - Lumley,M.

AU - Thoua,C.

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AB - There is a direct link between the attainment of children at school and the thermal conditions in classrooms and there are guidelines in place to help designers provide the most effective thermal conditions. However, results from thermal comfort surveys and the collection of the perception of 662 pupils, aged between 8 and 11 in 27 naturally ventilated classrooms from eight primary schools located in the West Midlands, UK during the cooling seasons of 2014 and 2015 suggest that simply designing to a threshold comfort temperature might not be enough to ensure the most effective learning environments are delivered. Indeed, these results confirm that children's threshold comfort temperatures are at least 3 °C lower than adults during cooling seasons in a typical free running UK primary school classroom. Such a difference is important as it is teachers that almost invariably control internal comfort conditions and in adjusting to meet their own preferences might not deliver the most effective learning environments. Consequently, an algorithm has been developed that allows the likely satisfaction rate of children in relation to the indoor temperature in a primary school classroom to be mapped explicitly and provides the basis for comparing differences in satisfaction between adults and children in the same space. The use of this tool can further help designers and teachers deliver and control classroom environments in a way that maximises educational performance.NOTICE: this is the author’s version of a work that was accepted for publication in Building and Environment. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Building and Environment [111 (2016)] DOI: 10.1016/j.buildenv.2016.10.009© 2016, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/

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