Optimizing Classroom Design with Salutogenic Approach: Thermal Comfort, Lighting, and Attentiveness

Abstract

This study investigates optimizing classroom design by balancing thermal comfort and daylighting to enhance student attentiveness, a critical factor in educational settings. The research was motivated by the need to address the knowledge gap concerning the combined effects of thermal and visual comfort on student engagement, particularly considering gender differences, which have been underexplored in existing literature. Two identical lecture halls in Tiruchirappalli, India, were selected for the study: one with blackened windows and the other with standard windows. Field measurements of temperature, humidity, wind speed, and light levels were taken using a thermal comfort microclimate data logger and light meter, while student engagement and comfort were assessed through a questionnaire. The findings reveal that the lecture hall with standard windows provided superior visual and thermal comfort, resulting in higher levels of student attentiveness. In contrast, the hall with blackened windows showed reduced attentiveness. Additionally, gender analysis indicated that female students reported greater satisfaction with both thermal and visual comfort compared to their male counterparts. The study’s implications underscore the importance of integrating both thermal and visual comfort in classroom design, highlighting that optimal daylighting is essential for maintaining student attentiveness, even when thermal conditions are consistent. Furthermore, the research emphasizes the need for thoughtful design in educational spaces to create inclusive and effective learning environments that account for gender differences in comfort perception. This study contributes to the field by providing evidence that classroom design significantly influences student engagement and satisfaction, urging designers and educators to prioritize these factors in educational settings.