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Advisor(s)
Abstract(s)
It now seems clear that the indoor environmental conditions in classrooms, in particular the effect of temperature and indoor air quality (IAQ), influence students’ health, attitude and performance. In recent years several studies that evaluate the effects of the classrooms environmental conditions on the learning process were published (Bakó-Biró, Clements-Croome, Kochhar, Awbi, & Williams, 2012; De Giuli, Da Pos, & De Carli, 2012).
In recent years several studies regarding indoor environmental quality (IEQ) were published, covering schools of different levels of education with natural ventilation systems (single façade or cross ventilation), in continuous or purge ventilation. Natural ventilation proved to have great potential, particularly in southern European climate. However, the results, particularly in terms of thermal comfort (air temperature) and ventilation rate or levels of CO2 concentration, have not always been satisfactory.