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Effect of classroom air quality on students’ concentration: results of a cluster‐randomized cross‐over experimental study
Author(s) -
Twardella D.,
Matzen W.,
Lahrz T.,
Burghardt R.,
Spegel H.,
Hendrowarsito L.,
Frenzel A. C.,
Fromme H.
Publication year - 2012
Publication title -
indoor air
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.387
H-Index - 99
eISSN - 1600-0668
pISSN - 0905-6947
DOI - 10.1111/j.1600-0668.2012.00774.x
Subject(s) - ventilation (architecture) , confidence interval , multilevel model , completely randomized design , statistics , cluster (spacecraft) , air quality index , indoor air quality , mathematics , carbon dioxide , zoology , linear regression , psychology , environmental science , chemistry , physics , environmental engineering , meteorology , computer science , biology , organic chemistry , programming language
To assess the effect of indoor air quality as indicated by the median carbon dioxide (CO 2 ) level in the classroom on the concentration performance (CP) of students, a cross‐over cluster‐randomized experimental study was conducted in 20 classrooms with mechanical ventilation systems. Test conditions ‘worse’ (median CO 2 level on average 2115 ppm) and ‘better’ (median CO 2 level on average 1045 ppm) were established by the regulation of the mechanical ventilation system on two days in one week each in every classroom. Concentration performance was quantified in students of grade three and four by the use of the d2‐test and its primary parameter ‘CP’ and secondary parameters ‘total number of characters processed’ (TN) and ‘total number of errors’ (TE). 2366 d2‐tests from 417 students could be used in analysis. In hierarchical linear regression accounting for repeated measurements, no significant effect of the experimental condition on CP or TN could be observed. However, TE was increased significantly by 1.65 (95% confidence interval 0.42–2.87) in ‘worse’ compared to ‘better’ condition. Thus, low air quality in classrooms as indicated by increased CO 2 levels does not reduce overall short‐term CP in students, but appears to increase the error rate. Practical Implications This study could not confirm that low air quality in classrooms as indicated by increased CO 2 levels reduces short‐term concentration performance (CP) in students; however, it appears to affect processing accuracy negatively. To ensure a high level of accuracy, good air quality characterized, for example, by low CO 2 concentration should be maintained in classrooms.