Abstract
The ventilation airflow rates in a demand-controlled
ventilation strategy typically vary between a base
(Vmin) and a maximum ventilation rate (Vmax).
Classrooms have relatively short but intense hours of
occupancy and a low Vmin can result in high energy
savings. Our study aims to examine how different Vmin
(1.1 versus 2.0 l/s per m²) affect subjective symptoms,
perceived indoor environment quality (IEQ), and
performance for young adults.
Symptom intensity and perceived IEQ were recorded
on a visual scale, and performance was examined by
identifying three different letters in a nonsense text.
Tests were done immediately after entering the
classroom.
We found no significant effects of increasing Vmin from
1.1 to 2.0 l/s per m² on learning performance,
symptoms, or perceived IEQ.
ventilation strategy typically vary between a base
(Vmin) and a maximum ventilation rate (Vmax).
Classrooms have relatively short but intense hours of
occupancy and a low Vmin can result in high energy
savings. Our study aims to examine how different Vmin
(1.1 versus 2.0 l/s per m²) affect subjective symptoms,
perceived indoor environment quality (IEQ), and
performance for young adults.
Symptom intensity and perceived IEQ were recorded
on a visual scale, and performance was examined by
identifying three different letters in a nonsense text.
Tests were done immediately after entering the
classroom.
We found no significant effects of increasing Vmin from
1.1 to 2.0 l/s per m² on learning performance,
symptoms, or perceived IEQ.