Investigation of the environmental conditions at a junior high school with wooden and non-wooden interior wings I: the effects of wooden classroom interiors on the indoor environment and the psychological and physiological states of junior high schoo

Abstract In recent years, wooden construction and interior materials in the nonresidential sector have attracted attention for their potential to reduce environmental impacts and improve occupant performance. Previous studies have provided foundational knowledge on the effects of wooden spaces on humans. However, in nonresidential buildings, it is essential to investigate the effects of wooden spaces on humans based on building type, as the performance requirements of each building differ from those of residential buildings. Since school buildings symbolize the community and represent a space, where students spend most of their time, this study investigated the actual environment of school buildings. The purpose of this study was to investigate the actual conditions of students enrolled in wooden and non-wooden classrooms and to consider the advantages of wooden classrooms in real environments. Environmental measurements and surveys on psychological, physiological, and student activity were conducted for 5 days with 144 second-year students at a junior high school in Japan, in both wooden and non-wooden classrooms. Environmental measurements included illuminance, spectral irradiance, temperature, humidity, and atmospheric pressure. Students’ psychological evaluations (concentration, fatigue, comfort, coziness, blackboard visibility, sleepiness, and thermal sensation) were conducted on a 7-point or 9-point scale. In addition, responses regarding mood states to the Profile of Mood States, 2nd Edition, were gathered. Physiological parameters such as pulse rate and blood pressure were measured over time. Activities such as steps and acceleration were measured. The measurements showed that although students in wooden classrooms were less aroused, they scored more positively than those in non-wooden classrooms for most other subjective evaluation items. Students in wooden classrooms had lower negative mood states than those in non-wooden classrooms. No statistically significant physiological differences were identified between students in both interior types. Therefore, this study provides a case study on the positive impact of wooden interiors in junior high schools, particularly on students’ subjective evaluations and mood states.