Ramprasad, V and Subbaiyan, G (2017) Perceived indoor environmental quality of classrooms and outcomes: A study of a higher education institution in India. Architectural Engineering and Design Management, 13(3), pp. 202-222. ISSN 1745-2007
Abstract
The objective of this study was to assess students' perceptions of the dimensions of the indoor environment of classrooms in a higher education institute in terms of spatial, thermal, visual, indoor air quality (IAQ) and acoustical parameters. This study attempted to determine the factors that influenced the perceived indoor environmental quality (PIEQ) and explored the relation between the perceived importance of indoor environmental quality (PI-IEQ) and academic satisfaction, academic ambience, academic performance and brand name/image of the institution. A field study of indoor environmental quality (IEQ) of 25 classrooms in the National Institute of Technology, Tiruchirappalli, India, was conducted and responses from 1295 students were obtained (N = 1295). Structural equation modelling was employed for data analysis. The research identified the six IEQ factors that influenced PIEQ as adaptive opportunities, furniture, daylight, acoustics, IAQ and thermal aspects. PIEQ had a positive influence on a classroom being perceived as conducive for learning. It was observed that PI-IEQ had the most significant and positive influence on academic ambience. The second most positive influence was on academic satisfaction. PI-IEQ had a positive influence on the brand name/image of the institute and on the academic performance.The objective of this study was to assess students' perceptions of the dimensions of the indoor environment of classrooms in a higher education institute in terms of spatial, thermal, visual, indoor air quality (IAQ) and acoustical parameters. This study attempted to determine the factors that influenced the perceived indoor environmental quality (PIEQ) and explored the relation between the perceived importance of indoor environmental quality (PI-IEQ) and academic satisfaction, academic ambience, academic performance and brand name/image of the institution. A field study of indoor environmental quality (IEQ) of 25 classrooms in the National Institute of Technology, Tiruchirappalli, India, was conducted and responses from 1295 students were obtained (N = 1295). Structural equation modelling was employed for data analysis. The research identified the six IEQ factors that influenced PIEQ as adaptive opportunities, furniture, daylight, acoustics, IAQ and thermal aspects. PIEQ had a positive influence on a classroom being perceived as conducive for learning. It was observed that PI-IEQ had the most significant and positive influence on academic ambience. The second most positive influence was on academic satisfaction. PI-IEQ had a positive influence on the brand name/image of the institute and on the academic performance.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | academic ambience; classrooms; indoor environmental quality; brand name; adaptive opportunities; academic satisfaction; insulation; data analysis; spatial discrimination; data processing; air quality; acoustics; furniture; visual perception; brand names; image quality; observational learning; environmental quality; daylight; higher education; students; education; ambience; indoor air pollution; indoor air quality |
| Index terms: | academic satisfaction, field study, India, dimension, visual perception, insulation, image quality, indoor environmental quality, academic performance, air quality, classroom, higher education, structural equation modelling, spatial discrimination, higher education institution, indoor air pollution, indoor air quality, observational learning, ambience, data processing, brand name, environmental quality, indoor environment, data analysis |
| Subjects: | building materials, business, data science, educational institutions, cognitive psychology, data analysis and analytics, sustainability assessment, statistical analysis, climate science, health monitoring assessment and metrics, construction type, computer vision, assessment methods, learning theory, research methods, Geography, spatial and geospatial analysis, environmental science, factor and component analysis, environmental health |
| Topics: | Construction Technology, Sustainability, Geographical Context, Digital Applications, Education, Health and Safety, Business Strategy, Research Practice, Design Practice |
| Descriptive scope: | 3 PCA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here