Abstract

The purpose of this study was to investigate the relationship between indoor environmental quality (IEQ) in a set of university classrooms and students' outcomes, i.e., satisfaction with IEQ, perceived learning, and course satisfaction. Data collected from students (N = 631) of University of Minnesota were analyzed to test a hypothesized conceptual model by conducting a path analysis. Findings suggested that IEQ of the classrooms, such as thermal conditions, indoor air quality, acoustic conditions, lighting conditions, furnishings, aesthetics, technology, and view conditions, was associated with positive student outcomes. Implications for classroom design were discussed with suggestions for future research.

Citation

Choi, S., Guerin, D.A., Kim, H.Y., Brigham, J.K. & Bauer, T. (2014). Indoor Environmental Quality of Classrooms and Student Outcomes: A Path Analysis Approach. Journal of Learning Spaces, 2(2),. Retrieved June 8, 2023 from https://www.learntechlib.org/p/190996/.

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Keywords

• Acoustics
• Aesthetics
• Classroom Design
• Classroom Environment
• classrooms
• Climate
• College Students
• educational technology
• Environmental Influences
• Furniture
• learning
• Lighting
• Outcomes of Education
• path analysis
• Pollution
• student satisfaction
• Student Surveys