Browsing by Subject "Student performance"

Now showing 1 - 3 of 3

Open Access
Analysing the effects of thermal comfort and indoor air quality in design studios and classrooms on student performance
(IOP, 2019) Ranjbar, Ali
This study aimed to explore the various effects of different ventilation modes on the thermal comfort and indoor air quality in design education environment. It also investigated the relationship between the ventilation mode and student performance. Thus, an experimental study was conducted in both studio and classroom environments, in Interior Architecture and Environmental Design Department at Bilkent University, Ankara, Turkey. CO2 concentration values, indoor air temperature and humidity values as the main parameters of thermal comfort and indoor air quality was measured in both winter and summer seasons under the three modes of ventilation: 1) without opening door and windows mode setting; (2) natural ventilation mode and (3) the HVAC ventilation mode achieved by the TROX school-air unit. Under these three different modes for both attention and concentration levels, 100 students from the winter season, 50 students from summer season for the classroom environment, and 20 students from the winter season, 16 students from summer season for the studio environment participated. Results were calculated in IBM SPSS 21 software separately for both seasons and three different ventilation modes. As a result, the experimental and performance results have shown that the HVAC unit mode achieved the most satisfactory indoor environment in both seasons and higher levels of student performance.
Open Access
Analyzing the effects of thermal comfort and indoor air quality in design studios and classrooms on student performance
(2017-07) Ranjbar, Ali
The present study aims to evaluate the effects of the different ventilation modes on thermal comfort and indoor air quality in design studios and classrooms. It also investigates its associations with student performance. For this purpose, experimental and subjective measurements are used in both studio and classroom, in Interior Architecture and Environmental Design Department at Bilkent University, Ankara. CO2 concentration, indoor temperature and humidity values are collected in both winter and summer season under the three modes of ventilation: 1) without opening door and windows mode setting; (2) natural ventilation mode and (3) the mechanical TROX school-air unit mode. The thermal comfort and IAQ was investigated through CO2 concentration and temperature and humidity in these three different ventilation modes. Under these three modes in both seasons, student performance is assessed based on concentration and attention test results. Both experimental and subjective results have shown that the mechanical TROX school-air unit mode is the most satisfactory indoor environment in terms of standards, where the highest grade of students’ concentration and attention are obtained.
Open Access
Student experiences of blended learning in interior architecture
(Informing Science Institute, 2018) Afacan, Yasemin
Aim/Purpose This study investigates, through structural equation modeling, the direct and indirect effects of blended learning on overall course satisfaction and student performance in interior architecture. Background For critical education contexts, it is important to analyze student satisfaction with blended learning as well as its effects on student performance. In the con-text of teaching design, there is a need for in-depth research to understand what factors determine satisfaction with blended learning and how these factors af-fect performance in design courses both directly and indirectly. Methodology To explore the student experiences of blended learning and its effects on the relationship between overall course satisfaction and student performance, data was collected through a survey instrument from a randomly selected 306 under-graduate students, 220 female and 86 male, each enrolled in four daytime blend-ed learning sections of a design course. Contribution Different than other studies, this study contributes to the literature by investi-gating the direct and indirect effects of a blended learning environment on the relationship between overall course satisfaction and student performance in the interior architecture context, rather than solely focusing on satisfaction or per-formance. Findings The findings show that satisfaction with blended learning has a significant and direct influence on performance. Different than the studies in blended learning satisfaction literature, the study found blended interpretation and experience as significant contributors to impact blended learning satisfaction in design cours-es. Recommendations for Practitioners The findings in the study are intended to assist design instructors in improving student satisfaction of a blended design course in order to enjoy the possibilities of new information and communication technologies (ICTs) as well as to serve as a basis for developing an effective course mechanism in a blended design curriculum. Recommendations for Researchers The study focused on the mediating effect of only one variable, which was per-formance, but researchers could investigate more variables, such as experience, learning strategies, and retention as having mediating effects on student satisfac-tion in different blended learning models in design courses. Impact on Society This study emphasizes that students' satisfaction with blended learning in chal-lenging learning environments like interior architecture provides learners with choices to develop more student-centered instruction and increased perfor-mance and engagement. Future Research It is advisable to (i) explore the blended learning behavior of international de-sign students compared with national students and (ii) investigate potential im-plications of computer-mediated feedbacks on student creativity.