2020
Yes
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7076238/
Temprano, Juan Palacios
Europe
Observational
Epidemiology Study
Students
Elementary (K-5)
Temperature
Carbon Dioxide (CO2)
Particulate Matter (PM)
Lighting
Noise
Absenteeism
Test Performance
From the first pilot study, we conclude that the exact
placement of sensors in a classroom does not affect the
ability of the sensor to accurately measure indoor environmental
conditions. The additional information content
from installing multiple sensors, relative to a singular
sensor, to accurately measure IEQ within a classroom is
low. Placement of one sensor at briefing height provides
robust measurements of the indoor environment in a
classroom setting. At the same time, indoor climate conditions
differ considerably across classrooms, indicating that
sensors need to be installed in each individual classroom
in a school. The pilot study also showed that the variation
of various indoor environmental quality characteristics
over the course of one academic schoolyear is high.
The findings in our pilot study are in line with the findings
of previous studies, which generally document that
indoor climate depends on building conditions, outdoor
environmental conditions and occupant-related
factors.
Due to the high variation in IEQ during the schoolyear, a
longitudinal design of at least one academic year is necessary
to robustly measure the impact of IEQ on health and
academic outcomes.
placement of sensors in a classroom does not affect the
ability of the sensor to accurately measure indoor environmental
conditions. The additional information content
from installing multiple sensors, relative to a singular
sensor, to accurately measure IEQ within a classroom is
low. Placement of one sensor at briefing height provides
robust measurements of the indoor environment in a
classroom setting. At the same time, indoor climate conditions
differ considerably across classrooms, indicating that
sensors need to be installed in each individual classroom
in a school. The pilot study also showed that the variation
of various indoor environmental quality characteristics
over the course of one academic schoolyear is high.
The findings in our pilot study are in line with the findings
of previous studies, which generally document that
indoor climate depends on building conditions, outdoor
environmental conditions and occupant-related
factors.
Due to the high variation in IEQ during the schoolyear, a
longitudinal design of at least one academic year is necessary
to robustly measure the impact of IEQ on health and
academic outcomes.