The relationships between classroom air quality and children's performance in school
The relationships between classroom air quality and children's performance in school
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DOI：
10.1016/j.buildenv.2020.106749
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发表时间：
2020-04-15
影响因子：
7.4
通讯作者：
Bahnfleth, William
中科院分区：
文献类型：
--
作者：
Wargocki, Pawel;Porras-Salazar, Jose Ali;Bahnfleth, William
来自已发表研究的数据被用来推导学习成果和教室空气质量之间的系统关系。心理测试测量认知能力和技能，学校的任务，包括数学和语言为基础的任务，评级计划，以及用于评估学习进展，包括年底成绩和考试成绩的测试，用于量化学习成果。短期病假也包括在内，因为它可能影响学习进度。教室室内空气质量的特点是二氧化碳（CO2）的浓度。对于心理测试和学校的任务，分数变化的性能进行了回归对平均浓度的二氧化碳，他们发生;所有的数据报告在研究中满足纳入标准被用来推导出的关系，无论是否在性能的变化是统计学上显着的教室空气质量的检查水平。该分析预测，将二氧化碳浓度从2,100 ppm降低到900 ppm将使心理测试和学校任务的执行速度提高12%，错误率提高2%。对于其他学习成果和短期病假，只有原始研究中公布的关系可用。因此，它们被用来进行预测。这些关系表明，将二氧化碳浓度从2,300 ppm降低到900 ppm将使用于评估学习进展的测试的表现提高5%，将二氧化碳浓度从4,100 ppm降低到1,000 ppm将使每日出勤率提高2.5%。这些结果表明，在2升/秒-人到10升/秒-人的范围内增加教室的通风率可以在学习成绩和学生出勤率方面带来显着的好处;没有数据可用于更高的比率。研究结果为改善教室空气质量提供了强有力的激励，并可用于成本效益分析。
The data from published studies were used to derive systematic relationships between learning outcomes and air quality in classrooms. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and exam scores were used to quantify learning outcomes. Short-term sick leave was also included because it may influence progress in learning. Classroom indoor air quality was characterized by the concentration of carbon dioxide (CO2). For psychological tests and school tasks, fractional changes in performance were regressed against the average concentrations of CO2 at which they occurred; all data reported in studies meeting the inclusion criteria were used to derive the relationship, regardless of whether the change in performance was statistically significant at the examined levels of classroom air quality. The analysis predicts that reducing CO2 concentration from 2,100 ppm to 900 ppm would improve the performance of psychological tests and school tasks by 12% with respect to the speed at which the tasks are performed and by 2% with respect to errors made. For other learning outcomes and short-term sick leave, only the relationships published in the original studies were available. They were therefore used to make predictions. These relationships show that reducing the CO2 concentration from 2,300 ppm to 900 ppm would improve performance on the tests used to assess progress in learning by 5% and that reducing CO2 from 4,100 ppm to 1,000 ppm would increase daily attendance by 2.5%. These results suggest that increasing the ventilation rate in classrooms in the range from 2 L/s-person to 10 L/s-person can bring significant benefits in terms of learning performance and pupil attendance; no data are available for higher rates. The results provide a strong incentive for improving classroom air quality and can be used in cost-benefit analyses.