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CO 2 Concentrations and Thermal Comfort Analysis at Onsite and Online Educational Environments

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Listed:
  • Alba Alegría-Sala

    (Enginyeria del Medi Ambient (ENMA), Department of Project and Construction Engineering (DPCE), Universitat Politècnica de Catalunya (UPC), 08028 Barcelona, Spain)

  • Elisenda Clèries Tardío

    (Thermal Energy and Building Performance Group, Catalonia Institute for Energy Research (IREC), 08930 Catalonia, Spain)

  • Lluc Canals Casals

    (Enginyeria del Medi Ambient (ENMA), Department of Project and Construction Engineering (DPCE), Universitat Politècnica de Catalunya (UPC), 08028 Barcelona, Spain)

  • Marcel Macarulla

    (Group of Construction Research and Innovation (GRIC), Department of Project and Construction Engineering (DPCE), Universitat Politècnica de Catalunya (UPC), 08222 Barcelona, Spain)

  • Jaume Salom

    (Thermal Energy and Building Performance Group, Catalonia Institute for Energy Research (IREC), 08930 Catalonia, Spain)

Abstract

In building areas with high occupancy, such as classrooms, transmission routes of SARS-CoV-2 are increased when indoor air quality is deficient. Under this scenario, universities have adopted ventilation measures to mitigate contagious environments. However, the lack of adequate equipment or designs in old educational buildings is a barrier to reach minimum requirements. This study aims to quantify the indoor air quality and thermal comfort at universities and compare it to conditions in students’ households. In this regard, several classrooms in buildings of the Polytechnic University of Catalonia were monitored for temperature, CO 2 concentration and relative humidity. The people who used these classrooms were surveyed about their comfort perceptions. A sample of students was also monitored at their homes where they reported to studying during the exam period. By means of point-in-time surveys, students reported their daily comfort, for comparison with the monitored data. The results show that the recommendations for CO 2 concentration, temperature, and relative humidity are not always met in any of the study spaces. These factors are more critical at universities due to the high occupancy. In addition, the surveys highlighted the perception that the environment is better at home than at university.

Suggested Citation

  • Alba Alegría-Sala & Elisenda Clèries Tardío & Lluc Canals Casals & Marcel Macarulla & Jaume Salom, 2022. "CO 2 Concentrations and Thermal Comfort Analysis at Onsite and Online Educational Environments," IJERPH, MDPI, vol. 19(23), pages 1-17, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:23:p:16039-:d:989574
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    References listed on IDEAS

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    1. Carolina Rodriguez & María Coronado & Marta D’Alessandro & Juan Medina, 2019. "The Importance of Standardised Data-Collection Methods in the Improvement of Thermal Comfort Assessment Models for Developing Countries in the Tropics," Sustainability, MDPI, vol. 11(15), pages 1-22, August.
    2. Joana Ortiz & Mariana Jiménez Martínez & Alba Alegría-Sala & Sergio Tirado-Herrero & Irene González Pijuan & Mònica Guiteras Blaya & Lluc Canals Casals, 2021. "Tackling Energy Poverty through Collective Advisory Assemblies and Electricity and Comfort Monitoring Campaigns," Sustainability, MDPI, vol. 13(17), pages 1-28, August.
    3. Enescu, Diana, 2017. "A review of thermal comfort models and indicators for indoor environments," Renewable and Sustainable Energy Reviews, Elsevier, vol. 79(C), pages 1353-1379.
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