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The Effect of CO 2 Concentration on Children’s Well-Being during the Process of Learning

Author

Listed:
  • Snezana Bogdanovica

    (Daugavpils Secondary School Nr 9, LV-5401 Daugavpils, Latvia)

  • Jurgis Zemitis

    (Heat, Gas and Water Technology Institute, Riga Technical University, LV-1048 Riga, Latvia)

  • Raimonds Bogdanovics

    (Heat, Gas and Water Technology Institute, Riga Technical University, LV-1048 Riga, Latvia)

Abstract

There are more than 200 thousand pupils in Latvia. Most of them are still learning in non-renovated classrooms without proper mechanical ventilation. The classrooms are often ventilated only during the breaks by opening windows. This can lead to increased CO 2 levels and reduced mental performance. To test how CO 2 concentration in classrooms influences student attention level and their ability to perform mental tasks, the students had to complete a short test at the start and the end of the class. At the same time CO 2 concentration, temperature and relative humidity were logged. In addition, an anonymous survey on how the pupils felt regarding the overall indoor environmental quality (IEQ) in the classroom, their thermal sensation, are they fatigued, any difficulty concentrating and if they have headaches during the lesson performed. The measurements were performed in a Secondary School in Daugavpils, Latvia. The analysis of results shows that existing 10 min breaks are not enough to fully ventilate the classroom, and they must be increased to at least 15 min. At the same time, 30 min breaks can be reduced to 20 min. The correlation between CO 2 concentration and test results of pupils’ performance test results is noticeable but not definitive. It indicates that at increased CO 2 levels the performance lowers—when the concentration of CO 2 corresponds only to the Category 3 norm, the lowest results are achieved while the best results are when the CO 2 concentration level corresponds to Category 1. To improve the study, observations of CO 2 concentrations must be extended throughout the school year, as well as measurements in other classrooms in the school should be made.

Suggested Citation

  • Snezana Bogdanovica & Jurgis Zemitis & Raimonds Bogdanovics, 2020. "The Effect of CO 2 Concentration on Children’s Well-Being during the Process of Learning," Energies, MDPI, vol. 13(22), pages 1-14, November.
    • Handle: RePEc:gam:jeners:v:13:y:2020:i:22:p:6099-:d:448730
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    References listed on IDEAS

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    1. Jovanović, Marina & Vučićević, Biljana & Turanjanin, Valentina & Živković, Marija & Spasojević, Vuk, 2014. "Investigation of indoor and outdoor air quality of the classrooms at a school in Serbia," Energy, Elsevier, vol. 77(C), pages 42-48.
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    Cited by:

    1. Allen Haddrell & Henry Oswin & Mara Otero-Fernandez & Joshua F. Robinson & Tristan Cogan & Robert Alexander & Jamie F. S. Mann & Darryl Hill & Adam Finn & Andrew D. Davidson & Jonathan P. Reid, 2024. "Ambient carbon dioxide concentration correlates with SARS-CoV-2 aerostability and infection risk," Nature Communications, Nature, vol. 15(1), pages 1-11, December.
    2. Piotr Lis & Anna Lis, 2021. "The Required Amount of Ventilation Air for the Classroom and the Possibility of Air Infiltration through the Windows," Energies, MDPI, vol. 14(22), pages 1-22, November.
    3. Guillermo Efren Ovando-Chacon & Sandy Luz Ovando-Chacon & Abelardo Rodríguez-León & Mario Díaz-González, 2023. "Numerical Study of Indoor Air Quality in a University Professor’s Office," Sustainability, MDPI, vol. 15(5), pages 1-19, February.
    4. Mateja Dovjak & Ožbej Vene & Janja Vaupotič, 2022. "Analysis of Ventilation Efficiency as Simultaneous Control of Radon and Carbon Dioxide Levels in Indoor Air Applying Transient Modelling," IJERPH, MDPI, vol. 19(4), pages 1-20, February.

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