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Analysing thermal comfort perception of students through the class hour, during heating season, in a university classroom
https://orcid.org/0000-0001-6489-6895
https://orcid.org/0000-0002-3353-0783
AbstractIndoor to outdoor transitions, and the subsequent occupant adaptation, impact thermal perception of occupants and their evaluation of a building. A mixed methods thermal comfort study in a classroom of Eindhoven University of Technology was conducted to provide a better understanding of thermal perception of students as they move into and adapt to their classroom environment. Data was collected over two weeks during heating period, with different heating set-points. A total of 384 students, in seven undergraduate level lectures, participated voluntarily. The thermal sensation vote, obtained at different time points through classes — 10 min, 20 min, and 45 min — was found to be significantly different (p 0.05). In the start of a lecture, perception varies primarily depending on the outside temperature, operative temperature, gender, and where the occupant came from. Comparing the two weeks' observations, second week having a 1.5 °C lower set-point, revealed that the most considerable differences occurred in the immediate response phase after indoor–outdoor transition. For nearly 20 min post transition, participants retain a thermal memory of their last exposure, gradually adapting as the lecture proceeds.
Graphical abstract
HighlightsThermal comfort study conducted in classroom, 384 student participants.Thermal sensation votes changed significantly through class hour.Where students were coming from to the class impacted post-transition perception.Adaptation to new environment near complete in ∼20 min post-transition.
Analysing thermal comfort perception of students through the class hour, during heating season, in a university classroom
https://orcid.org/0000-0001-6489-6895
https://orcid.org/0000-0002-3353-0783
AbstractIndoor to outdoor transitions, and the subsequent occupant adaptation, impact thermal perception of occupants and their evaluation of a building. A mixed methods thermal comfort study in a classroom of Eindhoven University of Technology was conducted to provide a better understanding of thermal perception of students as they move into and adapt to their classroom environment. Data was collected over two weeks during heating period, with different heating set-points. A total of 384 students, in seven undergraduate level lectures, participated voluntarily. The thermal sensation vote, obtained at different time points through classes — 10 min, 20 min, and 45 min — was found to be significantly different (p 0.05). In the start of a lecture, perception varies primarily depending on the outside temperature, operative temperature, gender, and where the occupant came from. Comparing the two weeks' observations, second week having a 1.5 °C lower set-point, revealed that the most considerable differences occurred in the immediate response phase after indoor–outdoor transition. For nearly 20 min post transition, participants retain a thermal memory of their last exposure, gradually adapting as the lecture proceeds.
Graphical abstract
HighlightsThermal comfort study conducted in classroom, 384 student participants.Thermal sensation votes changed significantly through class hour.Where students were coming from to the class impacted post-transition perception.Adaptation to new environment near complete in ∼20 min post-transition.
Analysing thermal comfort perception of students through the class hour, during heating season, in a university classroom
https://orcid.org/0000-0001-6489-6895
https://orcid.org/0000-0002-3353-0783
AbstractIndoor to outdoor transitions, and the subsequent occupant adaptation, impact thermal perception of occupants and their evaluation of a building. A mixed methods thermal comfort study in a classroom of Eindhoven University of Technology was conducted to provide a better understanding of thermal perception of students as they move into and adapt to their classroom environment. Data was collected over two weeks during heating period, with different heating set-points. A total of 384 students, in seven undergraduate level lectures, participated voluntarily. The thermal sensation vote, obtained at different time points through classes — 10 min, 20 min, and 45 min — was found to be significantly different (p 0.05). In the start of a lecture, perception varies primarily depending on the outside temperature, operative temperature, gender, and where the occupant came from. Comparing the two weeks' observations, second week having a 1.5 °C lower set-point, revealed that the most considerable differences occurred in the immediate response phase after indoor–outdoor transition. For nearly 20 min post transition, participants retain a thermal memory of their last exposure, gradually adapting as the lecture proceeds.
Graphical abstract
HighlightsThermal comfort study conducted in classroom, 384 student participants.Thermal sensation votes changed significantly through class hour.Where students were coming from to the class impacted post-transition perception.Adaptation to new environment near complete in ∼20 min post-transition.
Analysing thermal comfort perception of students through the class hour, during heating season, in a university classroom
Mishra, A.K. (author) / Derks, M.T.H. (author) / Kooi, L. (author) / Loomans, M.G.L.C. (author) / Kort, H.S.M. (author)
Building and Environment ; 125 ; 464-474
2017-09-11
11 pages
Article (Journal)
Electronic Resource
English
| British Library Online Contents | 2017
| British Library Online Contents | 2017
Thermal Environment and Thermal Comfort in University Classrooms during the Heating Season
| DOAJ | 2022