基于脑电波测量的室内热环境变化对学生学习效率的影响研究

Influence of Indoor Thermal Environment Change on Student’s Learning Attention Level by EEG

研究表明,与工作压力和工作满意度相比,工作场所的室内热环境对人员的工作效率影响更大。高校学生大部分的学习活动是在教室或自习室中进行,但很少有研究使用生物识别技术定量并客观地分析热环境对学生学习表现的影响。利用便携式头戴脑电记录仪进行学生对热刺激的客观反应实验,探究冬季室内温度变化状况与学生学习效率之间的对应关系。结果表明,当对室内进行瞬时加热时,初始热环境改善可显著提升专注能力(eSense参数值在加热至16℃前增加明显)。略低温度14~16℃时学生的参数值最高且专注能力较为稳定。当室温超过16~20℃时参数值呈递减趋势。当室内温度达到24℃以上时,学生参数值达到最低。与舒适区温度相比,较高和较低温度都会影响学生的学习效率及表现。

Previous research evidenced that indoor thermal comfort had a great influence on the people work efficiency.Most of the learning activities of university students take place in classrooms or self-study rooms, but few studies have used biometric identification technology to analyze the effects of thermal environment on the psychological aspects of students learning performance.Experiments on students’ objective responses to thermal environment change are conducted using a portable head-mounted EEG recorder in winter, investigated the relationship between the forcing indoor temperature and students’ learning efficiency in details.The results show that the eSense parameters present concentration ability increased significantly before the room temperature heated up to 16 ℃.Values were the highest and concentration ability were more stable at slightly lower temperatures of 14~16 ℃.The parameter values tended to decrease when the room temperature exceeds 16~20 ℃, and reached the lowest when the room temperature exceeds 24 ℃.In comparison with the comfort temperatures, both higher and lower temperatures lead negative impacts on students’ learning performances.