The study examines how various indoor environmental quality (IEQ) factors influence student comfort and satisfaction in hot, arid educational settings. Specifically, it investigates: (1) the magnitude of influence of each IEQ factor on student perceptions, (2) the moderating role of thermal comfort and (3) strategies for enhancing classroom environmental quality.
This study employs structural equation modeling (SEM) using partial least squares (PLS) to analyze the effects of seven IEQ domains – air quality, thermal comfort, lighting quality, acoustics, ergonomics, aesthetic quality and safety – on student comfort and learning outcomes. A structured questionnaire captured student perceptions at UAE University. The model assessed both direct effects and the moderating influence of thermal comfort on other IEQ components.
Thermal comfort (β = 0.362, p < 0.01) and air quality (β = 0.175, p < 0.05) were identified as the most influential IEQ factors contributing to overall student comfort. Lighting quality and safety also demonstrated moderate effects, while acoustics and ergonomics had lesser influence. The model explained 69.2% of the variance in IEQ (R2 = 0.692). Importantly, thermal comfort moderated the impacts of air quality and lighting quality, amplifying their positive effects when thermal conditions were optimal.
The study is limited to one university and relies on self-reported data, which may introduce subjective bias. Future research should integrate objective environmental measurements and expand the study to multiple institutions or climates. Longitudinal studies could further assess IEQ impacts on academic performance.
This research provides novel evidence on how integrated IEQ factors affect student comfort in hot, arid climates. It highlights the moderating role of thermal comfort and offers practical guidance for architects, facility managers and policymakers seeking to optimize classroom conditions while promoting energy efficiency and sustainability.
