Abstracts – Browse Results
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Carlos, J S (2017) The impact of refurbished windows on Portuguese old school buildings. Architectural Engineering and Design Management, 13(03), 185–201.
Emmitt, S (2017) Editorial. Architectural Engineering and Design Management, 13(03), 167.
Oliveira, S, Marco, E, Gething, B and Organ, S (2017) Evolutionary, not revolutionary – logics of early design energy modelling adoption in UK architecture practice. Architectural Engineering and Design Management, 13(03), 168–84.
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(03), 202–22.
- Type: Journal Article
- Keywords: Indoor environmental quality; adaptive opportunities; academic ambience; academic satisfaction; brand name; classrooms;
- ISBN/ISSN: 1745-2007
- URL: https://doi.org/10.1080/17452007.2017.1287050
- 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.
A corrigendum has been published for this paper: https://doi.org/10.1080/17452007.2017.1310428
Rodriguez Bernal, C M (2017) Student-centred strategies to integrate theoretical knowledge into project development within architectural technology lecture-based modules. Architectural Engineering and Design Management, 13(03), 223–42.