抄録
This paper (Part3) reports the effects of air quality and thermal environment on motivation and performance for students. The psychological condition of subjects can strongly influence their performance for learning. In this paper, the “motivation for learning” is defined as the desire to absorb the content of a lecture, and is evaluated by using a questionnaire as a self-assessment form on laboratory experiments and field intervention surveys. When the air quality and thermal environment changed, we confirmed that motivation for learning during the lecture also varied according to the air quality and thermal environment. In addition, a linear relationship was observed between motivation for learning during the lecture and the quiz scores. When the motivation for learning during the lecture increases by 10%, the learning performance improves by 16% in this survey.
