Ventilation Rates in Schools and Children’s Learning Performance

Zsolt Bakó-Zsolt Bakó-BiróBiró

School of Construction Management and School of Construction Management and EngineeringEngineering

School of Construction Management and School of Construction Management and EngineeringEngineering

Research Team

Prof. Derek Clements-Croom(SCME, University of Reading)

Dr. Hazim Awbi(SCME, University of Reading)

Dr. Marylin Williams(School of Psychology , University of Reading)

Dr. David Coley(Centre for Energy & Environment, University of Exeter)

Dr. Neena Kochhar(SCME, University of Reading)

Dr. Zsolt Bakó-Biró(SCME, University of Reading)

Objectives

To extend our knowledge about IAQ and typical ventilation rates in school environments

To determine a direct relationship between IAQ and pupils’ learning performance.

Methods

School selection: 20 primary schools in Reading & Exeter

Targeted age group:9-11 years old children

Measurements:objective & subjective evaluations (repeated design)(2-3 weeks / school for 2 years)

Intervention:to increase the ventilation rates above 8 L/s per person

Physical measurementsContinuous monitoring

Spot measurements:Noise levelOzone level (Indoors/Outdoors)

Air change rate (SF6), TVOC, Selected VOCs

Air temperature & Relative Humidity (RH)

Globe temperatureAir velocityCarbon dioxide (CO2)

Airborne particles (PM1, PM2.5, PM10) Lighting

Data collection

Classroom setup

Classroom setup

Subjective evaluations

Classroomnoisy

Classroomquiet

Air humid Air dry

Air stuffy Air fresh

Classroomdark

Classroombright

Classroom environment

Subjective evaluations

Nose dry Nose running

Nose blocked Nose clear

Throat dry Throat not dry

SBS symptoms & other questions

Eyes dry Eyes not dry

Mouth dry Mouth not dry

Eyes itchy Eyes not itchy

Subjective evaluationsSBS symptoms & other questions

Tired Not tired

Sleepy Alert

Slept bad Slept good

Feeling bad Feeling good

Hungry Full

Headache No Headache

Dreamy Attentive

Dizzy Not dizzy

Do not feel likeworking today

Feel likeworking today

Pupils’ Performance Tests

Computerised Assessment Tests (CAT) (attention, concentration and memory)

Pen and Paper (school based) performance activities

24 pupils/classroom groups of 6-8 people

CAT - battery

1. Simple Reaction Time

2. Choice Reaction Time

3. Colour Word Vigilance

4. Digit classification

5. Digit-symbol matching

6. Reaction time - addition

7. Digit span memory

8. Picture recall memory

9. Verbal Reasoning

10.Words recognition

Attention / vigilance

Perceptual speed

Speed of mental arithmeticWorking memory

Language based

CAT battery

Simple Reaction Simple Reaction TimeTime:

16 signals / minute. Randomized intervals between 2 – 5 seconds

0

1

0 60Time (sec)

ON

OFF

Choice Reaction Time:Choice Reaction Time:

CAT battery

16 signals / minute. Randomized intervals between 2 – 5 seconds

Colour Word Vigilance Test response is required only to a minority of the signals

Red Yellow

BlueWhite

Red Yellow

BlueWhite

CAT battery

30 signals / minute at constant intervals Random distribution within each sequence of 16 stimuli

Pen and Paper (school based) Activities

Math based:

Addition: 26 + or 346 +97 472

  Subtraction: 86 - or 736 -47 472

Multiplication: 8 x 264

Number comparison: False326548 326248 x264269 264269 756517 756317 x

Pen and Paper (school based) Activities

Language-based:

Logical reasoning:

Statement TrueFalseAB A does not precede B xBA B is followed by A x

Outcomes

To recommend suitable ventilation rates for classrooms.

To examine the suitability of the air quality guidelines for classrooms based on the results obtained

To develop a website displaying the main research findings.

Thank You

Program interface

Interpretation