A Comparison of Students’ Thermal Comfort and Perceived Learning Performance between Two Types of University Halls: Architecture Design Studios and Ordinary Lecture Rooms during the Heating Season

In classrooms, several variables may affect students’ thermal comfort, and hence health, well-being, learning performance. particular, the type of activity play a role in comfort. However, most previous research has mainly investigated comfort students ordinary while less attention been paid to classrooms with particular activities, such as architecture design studios, where spend long time perform activities high metabolic rates. For this purpose, we compared perceived performance majoring (n = 173) between two types university halls, namely, studios typical lecture rooms (N 15). We applied classroom–comfort–data method, which included collecting physical, physiological, psychological data from classrooms. Data were collected during heating season (November 2021–January 2022) building Jordan. conducted continuous monitoring combined periodic measures for indoor temperature, relative humidity, mean radiant air speed. Questionnaires, focus groups, observations also used collect subjective students. The results showed statistically significant differences (Δμ 3.1 °C, p < 0.01, d 0.61) temperature rooms. Only 58% votes within ASHRAE 55-2107 recommended zone. 53% felt warm 58.8% who had cold sensation Students themselves more productive when they cooler. Our research’s significance lies its injunction that there must be special guide educational buildings are adapted local environment functions spaces, cooperatively.