An experimental study on effects of increased ventilation flow on students' perception of indoor environment in computer classrooms

The effects of ventilation in computer classrooms were studied with university students (n = 355) in a blinded study, 31% were women and 3.8% had asthma. Two classrooms had a higher air exchange (4.1-5.2 ac/h); two others had a lower air exchange (2.3-2.6 ac/h). After 1 week, ventilation conditions were shifted. The students reported environmental perceptions during the last hour. Room temperature, RH, CO2, PM10 and ultra-fine particles were measured simultaneously. Mean CO2 was 1185 ppm at lower and 922 ppm at higher air exchange. Mean temperature was 23.2 degrees C at lower and 22.1 degrees C at higher air exchange. After mutual adjustment (temperature, RH, CO2, air exchange), measured temperature was associated with a perception of higher temperature (P < 0.001), lower air movement (P < 0.001), and poorer air quality (P < 0.001). Higher air exchange was associated with a perception of lower temperature (P < 0.001), higher air movement (P = 0.001), and better air quality (P < 0.001). In the longitudinal analysis (n = 83), increased air exchange caused a perception of lower temperature (P = 0.002), higher air movement (P < 0.001), better air quality (P = 0.001), and less odor (P = 0.02). In conclusion, computer classrooms have CO2 levels above 1000 ppm and temperatures above 22 degrees C. Increased ventilation from 7 l/s per person to 10-13 l/s per person can improve thermal comfort and air quality. PRACTICAL IMPLICATIONS: Computer classrooms are crowded indoor environments with a high thermal load from both students and computer equipment. It is important to control room temperature either by air conditioning, sun shields, or sufficiently high ventilation flow. A high ventilation flow is also crucial to achieving good perceived air quality. Personal ventilation flow should be at least 10 l/s. Possible loss of learning ability due to poor indoor air quality in university buildings deserves more attention.     

Indoor air quality in Michigan schools

Indoor air quality (IAQ) parameters in 64 elementary and middle school classrooms in Michigan were examined for the purposes of assessing ventilation rates, levels of volatile organic compounds (VOCs) and bioaerosols, air quality differences within and between schools, and emission sources. In each classroom, bioaerosols, VOCs, CO(2), relative humidity, and temperature were monitored over one workweek, and a comprehensive walkthough survey was completed. Ventilation rates were derived from CO(2) and occupancy data. Ventilation was poor in many of the tested classrooms, e.g., CO(2) concentrations often exceeded 1000 ppm and sometimes 3000 ppm. Most VOCs had low concentrations (mean of individual species <4.5 microg/m(3)); bioaerosol concentrations were moderate (<6500 count per m(3) indoors, <41,000 count per m(3) outdoors). The variability of CO(2), VOC, and bioaerosol concentrations within schools exceeded the variability between schools. These findings suggest that none of the sampled rooms were contaminated and that no building-wide contamination sources were present. However, localized IAQ problems might remain in spaces where contaminant sources are concentrated and that are poorly ventilated. PRACTICAL IMPLICATIONS: Indoor air quality (IAQ) is a continuing concern for students, parents, teachers, and school staff, leading to many complaints regarding poor IAQ. Investigations of these complaints often include air sampling, which must be carefully conducted if representative data are to be collected. To better understand sampling results, investigators need to account for the variability of contaminants both within and between schools.     

Building and indoor environmental quality assessment of Nigerian primary schools: A pilot study

A total of 15 classrooms went through on‐site assessments/inspections, including measurements of temperature (T), and concentrations of carbon monoxide (CO) and carbon dioxide (CO₂). In addition, the level of surface biocontamination/cleaning effectiveness was assessed by measuring adenosine triphosphate (ATP) levels on students' desks. Based on the data, the quality of facilities in the buildings was low. Classroom occupancy exceeded ASHRAE 50 person/100 m² standard in all cases indicating overcrowding. However, concentrations of CO₂ remained below 1000 ppm in most classrooms. On the other hand, indoor T was above the recommended levels for thermal comfort in all classrooms. Maximum indoor CO was 6 ppm. Median ATP concentrations on the desk tops were moderately high in all schools. The use of open incinerators and power generator sets near classrooms, which was suspected to be the main source of CO, should be discouraged. Improved hygiene could be achieved by providing the students access to functioning bathroom facilities and cafeteria, and by effective cleaning of high contact surfaces such as desks. Although ventilation seems adequate based on CO₂ concentrations, thermal comfort was not attained especially in the afternoon during extreme sunlight. Therefore, installing passive and/or mechanical cooling systems should be considered in this regard.     

Association between substandard classroom ventilation rates and students' academic achievement

This study focuses on the relationship between classroom ventilation rates and academic achievement. One hundred elementary schools of two school districts in the southwest United States were included in the study. Ventilation rates were estimated from fifth-grade classrooms (one per school) using CO(2) concentrations measured during occupied school days. In addition, standardized test scores and background data related to students in the classrooms studied were obtained from the districts. Of 100 classrooms, 87 had ventilation rates below recommended guidelines based on ASHRAE Standard 62 as of 2004. There is a linear association between classroom ventilation rates and students' academic achievement within the range of 0.9-7.1 l/s per person. For every unit (1 l/s per person) increase in the ventilation rate within that range, the proportion of students passing standardized test (i.e., scoring satisfactory or above) is expected to increase by 2.9% (95%CI 0.9-4.8%) for math and 2.7% (0.5-4.9%) for reading. The linear relationship observed may level off or change direction with higher ventilation rates, but given the limited number of observations, we were unable to test this hypothesis. A larger sample size is needed for estimating the effect of classroom ventilation rates higher than 7.1 l/s per person on academic achievement. PRACTICAL IMPLICATIONS: The results of this study suggest that increasing the ventilation rates toward recommended guideline ventilation rates in classrooms should translate into improved academic achievement of students. More studies are needed to fully understand the relationships between ventilation rate, other indoor environmental quality parameters, and their effects on students' health and achievement. Achieving the recommended guidelines and pursuing better understanding of the underlying relationships would ultimately support both sustainable and productive school environments for students and personnel.     

A preliminary study on the association between ventilation rates in classrooms and student performance

Poor conditions leading to substandard indoor air quality (IAQ) in classrooms have been frequently cited in the literature over the past two decades. However, there is limited data linking poor IAQ in the classrooms to student performance. Whereas, it is assumed that poor IAQ results in reduced attendance and learning potential, and subsequent poor student performance, validating this hypothesis presents a challenge in today's school environment. This study explores the association between student performance on standardized aptitude tests that are administered to students on a yearly basis, to classroom carbon dioxide (CO2) concentrations, which provide a surrogate of ventilation being provided to each room. Data on classroom CO2 concentrations (over a 4-5 h time span within a typical school day) were recorded in fifth grade classrooms in 54 elementary schools within a school district in the USA. Results from this preliminary study yield a significant (P < 0.10) association between classroom-level ventilation rate and test results in math. They also indicate that non-linear effects may need to be considered for better representation of the association. A larger sample size is required in order to draw more definitive conclusions. Practical Implications Future studies could focus on (1) gathering more evidence on the possible association between classroom ventilation rates and students' academic performance; (2) the linear/non-linear nature of the association; and (3) whether it is possible to detect 'no observed adverse effect level' for adequate ventilation with respect to academic performance in schools. All of this information could be used to improve guidance and take regulatory actions to ensure adequate ventilation in schools. The high prevalence of low ventilation rates, combined with the growing evidence of the positive impact that sufficient ventilation has on human performance, suggests an opportunity for improving design and management of school facilities.     

Classroom conditions and CO2 concentrations and teacher health symptom reporting in 10 New York State Schools

This study assessed the relationship between teacher‐reported symptoms and classroom carbon dioxide (CO₂) concentrations. Previous studies have suggested that poor indoor ventilation can result in higher levels of indoor pollutants, which may affect student and teacher health. Ten schools (9 elementary, 1 combined middle/high school) in eight New York State school districts were visited over a 4‐month period in 2010. Carbon dioxide concentrations were measured in classrooms over 48‐h, and teachers completed surveys assessing demographic information and self‐reported symptoms experienced during the current school year. Data from 64 classrooms (ranging from 1 to 9 per school) were linked with 68 teacher surveys (for four classrooms, two surveys were returned). Overall, approximately 20% of the measured classroom CO₂ concentrations were above 1000 parts per million (ppm), ranging from 352 to 1591 ppm. In multivariate analyses, the odds of reporting neuro‐physiologic (i.e., headache, fatigue, difficulty concentrating) symptoms among teachers significantly increased (OR = 1.30, 95% CI = 1.02–1.64) for every 100 ppm increase in maximum classroom CO₂ concentrations and were non‐significantly increased in classrooms with above‐median proportions of CO₂ concentrations greater than 1000 ppm (OR = 2.26, 95% CI = 0.72–7.12).     

Ventilation rates in schools

Research shows that poor indoor air quality (IAQ) in school buildings can cause a reduction in the students’ performance assessed by short-term computer-based tests; whereas good air quality in classrooms can enhance children's concentration and also teachers’ productivity. Investigation of air quality in classrooms helps us to characterise pollutant levels and implement corrective measures. Outdoor pollution, ventilation equipment, furnishings, and human activities affect IAQ. In school classrooms, the occupancy density is high (1.8–2.4 m²/person) compared to offices (10 m²/person). Ventilation systems expend energy and there is a trend to save energy by reducing ventilation rates. We need to establish the minimum acceptable level of fresh air required for the health of the occupants. This paper describes a project, which will aim to investigate the effect of IAQ and ventilation rates on pupils’ performance and health using psychological tests. The aim is to recommend suitable ventilation rates for classrooms and examine the suitability of the air quality guidelines for classrooms. The air quality, ventilation rates and pupils’ performance in classrooms will be evaluated in parallel measurements. In addition, Visual Analogue Scales will be used to assess subjective perception of the classroom environment and SBS symptoms. Pupil performance will be measured with Computerised Assessment Tests (CAT), and Pen and Paper Performance Tasks while physical parameters of the classroom environment will be recorded using an advanced data logging system. A total number of 20 primary schools in the Reading area are expected to participate in the present investigation, and the pupils participating in this study will be within the age group of 9–11 years. On completion of the project, based on the overall data recommendations for suitable ventilation rates for schools will be formulated.     

秦皇岛市冬季某高校宿舍空气质量调查研究

目的:调查高校宿舍室内空气质量(Indoor air quality,IAQ),加强高校管理人员和学生对IAQ的认识,为工程设计人员改善宿舍通风提供依据。方法:利用主观问卷调查与现场测试相结合的方法,从主观和客观两个方面对秦皇岛市某大学的20个学生宿舍、120人进行冬季IAQ调查研究。结果:42.5%的学生对宿舍IAQ表示不满,认为宿舍内空气"很不新鲜"或"不新鲜"的学生高达60.0%,95%的宿舍室内CO_2浓度超过限值1 000 ppm。45.8%的学生认为宿舍内偏冷,70.8%的学生认为宿舍内湿度偏干燥。超过80.0%的学生在宿舍中会偶尔或经常出现注意力不集中的现象,95.0%的学生在宿舍中比在自习室中更容易瞌睡。结论:该校冬季大学生宿舍通风不良,IAQ问题较突出,对学生的注意力和学习状态造成一定影响,应提高建筑设计人员、管理人员和学生对IAQ问题的认识,采取相应措施改善高校宿舍IAQ。     

Evaluation of indoor environmental quality conditions in elementary schools׳ classrooms in the United Arab Emirates

This study presents findings of indoor environmental quality (IEQ) investigations conducted in elementary schools׳ classrooms in the United Arab Emirates (UAE). Average TVOC, CO₂, O₃, CO, and particle concentrations measured in the classrooms were 815 µg/m³, 1605 ppm, 0.05 ppm, 1.16 ppm, and 1730 µg/m³, respectively. Whereas, local authority known as Dubai Municipality recommended 300 µg/m³, 800 ppm, 0.06 ppm, 9 ppm, and 150–300 µg/m³ for TVOC, CO₂, O₃, CO, and particle, respectively. Dubai Municipality recommended temperature and relative humidity (RH) levels of 22.5 °C to 25.5 °C and 30%–60%, respectively. Average temperature and RH levels measured in the classrooms were 24.5 °C and 40.4%, respectively. Average sound level in the classrooms was 24 dB greater than recommended sound level limit of 35 dB. Six (6) classrooms had average lux levels in the range of 400–800 lux. Two (2) classrooms had average lux levels in the range of 100–200 lux. The remaining classrooms had lux levels around the recommended 300 lux. High occupancy density was observed in majority of the studied classrooms. Observations during walkthrough investigations could be used to explain measured IEQ data. Poor IEQ conditions in the studied classrooms highlight the need for further research investigation to understand how poor classrooms׳ IEQ condition could influence students׳ health, comfort, attendance rate, and academic performance.     

Concentration variations of pollutants in a work week period of an office

Indoor air quality problems for a typical office space were investigated. Continuous monitoring of concentrations was carried out for CO₂, CO, formaldehyde, and total hydrocarbons. It was found that the CO₂ concentration was at times above 2000 ppm and that for CO above 14 ppm. In addition, concentration levels of formaldehyde and total hydrocarbon were found to peak at midnight and indicated non-human sources. Partial opening of windows resulted in CO₂ concentration levels of 800 ppm or below. Ventilation rate measurements using trace gas decay method found that the air change rates were well below one air change per hour.     

Classroom ventilation and indoor air quality—results from the FRESH intervention study

Inadequate ventilation of classrooms may lead to increased concentrations of pollutants generated indoors in schools. The FRESH study, on the effects of increased classroom ventilation on indoor air quality, was performed in 18 naturally ventilated classrooms of 17 primary schools in the Netherlands during the heating seasons of 2010–2012. In 12 classrooms, ventilation was increased to targeted CO₂ concentrations of 800 or 1200 ppm, using a temporary CO₂ controlled mechanical ventilation system. Six classrooms were included as controls. In each classroom, data on endotoxin, β(1,3)‐glucans, and particles with diameters of <10 μm (PM₁₀) and <2.5 μm (PM_2.5) and nitrogen dioxide (NO₂) were collected during three consecutive weeks. Associations between the intervention and these measured indoor air pollution levels were assessed using mixed models, with random classroom effects. The intervention lowered endotoxin and β(1,3)‐glucan levels and PM₁₀ concentrations significantly. PM₁₀ for instance was reduced by 25 μg/m³ (95% confidence interval 13–38 μg/m³) from 54 μg/m³ at maximum ventilation rate. No significant differences were found between the two ventilation settings. Concentrations of PM_2.5 and NO₂ were not affected by the intervention. Our results provide evidence that increasing classroom ventilation is effective in decreasing the concentrations of some indoor‐generated pollutants.     

Associations between classroom CO2 concentrations and student attendance in Washington and Idaho

Student attendance in American public schools is a critical factor in securing limited operational funding. Student and teacher attendance influence academic performance. Limited data exist on indoor air and environmental quality (IEQ) in schools, and how IEQ affects attendance, health, or performance. This study explored the association of student absence with measures of indoor minus outdoor carbon dioxide concentration (dCO(2)). Absence and dCO(2) data were collected from 409 traditional and 25 portable classrooms from 22 schools located in six school districts in the states of Washington and Idaho. Study classrooms had individual heating, ventilation, and air conditioning (HVAC) systems, except two classrooms without mechanical ventilation. Classroom attributes, student attendance and school-level ethnicity, gender, and socioeconomic status (SES) were included in multivariate modeling. Forty-five percent of classrooms studied had short-term indoor CO(2) concentrations above 1000 p.p.m. A 1000 p.p.m. increase in dCO(2) was associated (P < 0.05) with a 0.5-0.9% decrease in annual average daily attendance (ADA), corresponding to a relative 10-20% increase in student absence. Annual ADA was 2% higher (P < 0.0001) in traditional than in portable classrooms. PRACTICAL IMPLICATIONS: This study provides motivation for larger school studies to investigate associations of student attendance, and occupant health and student performance, with longer term indoor minus outdoor CO(2) concentrations and more accurately measured ventilation rates. If our findings are confirmed, improving classroom ventilation should be considered a practical means of reducing student absence. Adequate or enhanced ventilation may be achieved, for example, with educational training programs for teachers and facilities staff on ventilation system operation and maintenance. Also, technological interventions such as improved automated control systems could provide continuous ventilation during occupied times, regardless of occupant thermal comfort demands.     

Comparing the effectiveness of interventions to improve ventilation behavior in primary schools

Poor air quality in schools has been associated with adverse health effects. Indoor air quality can be improved by increasing ventilation. The objective of this study was to compare the effectiveness of different interventions to improve ventilation behavior in primary schools. We used indoor CO(2) concentrations as an indicator. In 81 classes of 20 Dutch primary schools, we applied three different interventions: (i) a class-specific ventilation advice; (ii) the advice combined with a CO(2) warning device and (iii) the advice combined with a teaching package. The effectiveness of the interventions was tested directly after intervention and 6 weeks after intervention by measuring the CO(2) concentrations and comparison with a control group (iv). Before intervention, the CO(2) concentration exceeded 1000 ppm for 64% of the school day. The class-specific ventilation advice without further support appeared an ineffective tool to improve ventilation behavior. The advice in combination with a CO(2) warning device or the teaching package proved effective tools and resulted in lower indoor CO(2) concentrations when compared with the control group. Ventilation was significantly improved, but CO(2) concentrations still exceeded 1000 ppm for more than 40% of the school day. Hence, until ventilation facilities are upgraded, the CO(2) warning device and the teaching package are useful low-cost tools. PRACTICAL IMPLICATIONS: To improve ventilation behavior and indoor air quality in schools, CO(2) warning device and teaching package combined with a class-specific ventilation advice, are effective tools, while giving the ventilation advice solely, is not effective. Although ventilation is significantly improved through behavioral change, the ventilation rate is still insufficient to maintain good air quality during the full school day. Therefore, the improvement of the ventilation facilities is recommended. Hence, until ventilation facilities in schools are upgraded, the CO(2) warning device and the teaching package are useful low-cost tools to improve current indoor air quality.     

Influence of in-tunnel environment to in-bus air quality and thermal condition in Hong Kong

In this study, the potential exposure of bus commuters to significant air parameters (CO(2), CO and RSP) and thermal environment (air temperature and relative humidity) when buses traveled through tunnels in Hong Kong was investigated. It was found that air-conditioned buses provided a better commuting environment than non-air-conditioned buses. The blate increasing trend was found on air-conditioned buses as the in-bus air parameters concentration levels rose slowly throughout the traveling process. In contrast, the in-bus environment varied rapidly on non-air-conditioned buses as it depended on the out-bus environment. The measured in-bus CO concentration was 2.9 ppm on air-conditioned buses, while it was 4.6 ppm (even reaching the highest level at 12.0 ppm) on non-air-conditioned buses. Considering the in-bus thermal environment, air-conditioned buses provided thermally comfortable cabins (about 24 degrees C and 59% of relative humidity). However, on non-air-conditioned buses, the thermal environment varied with the out-bus environment. The mean in-bus air temperature was about 34 degrees C and 66% of relative humidity, and the in-bus air temperature varied between 29 and 38 degrees C. Also, the lower-deck to upper-deck air parameters concentration ratios indicated that the vertical dispersion of air pollutants in tunnels influenced non-air-conditioned buses as higher air parameters concentration levels were obtained on the lower-deck cabins.     

北方地区教室内空气质量测试与分析

在供暖季测试了哈尔滨某高校典型教室内的温度,相对湿度和二氧化碳、一氧化碳、挥发性有机物、甲醛、可吸入颗粒物、氡的含量,并进行了室内空气质量的问卷调查。分析结果表明,主观调查和测试结果比较吻合,二氧化碳含量对教室内空气质量影响最大,合理控制教室内人员密度和加强通风可以改善教室内空气质量。     

Respiratory symptoms, asthma and allergen levels in schools--comparison between Korea and Sweden

We studied reports on respiratory symptoms, asthma and atopic sensitisation in relation to allergen contamination in Korean schools and compared with data from a previous Swedish study performed in eight primary schools. Korean pupils (n = 2365) in 12 primary schools first completed a questionnaire. Then airborne and settled dust were collected from 34 classrooms and analyzed for allergens by ELISA. In both countries, boys reported more symptoms. The prevalence of wheeze was similar, while daytime [odds ratio (OR) = 14.0, 95% confidence interval (CI) = 9.0-21.9] and nocturnal breathlessness (OR = 3.1, 95% CI = 1.5-6.4) were much higher among Korean students. In Korean schools, dog allergen (Can f 1) was the most common followed by mite allergen (Der f 1), while cat (Fel d 1), dog, and horse allergen (Equ cx) were abundant in Sweden. Moreover, CO(2) levels were high in most Korean schools (range 907-4113 ppm). There was an association between allergen levels in dust and air samples, and number of pet-keepers in the classrooms. In conclusion, allergen contamination in Korean schools may be an important public issue. PRACTICAL IMPLICATIONS: This study showed that furry pet allergen contamination was common in both Korean and Swedish schools. In addition, house dust-mite (Der f 1) allergen contamination was common in Korean schools, probably because of transport of allergen from other environments. Transfer should therefore be minimized. Korean schools had high CO(2) levels and the concept of mechanical ventilation should be introduced. Measurement of airborne allergen levels is quite new and seems to be a more convenient and correct way to monitor allergen exposure in classrooms.     

长沙市某大学教室内外空气品质调查

本文对长沙市某大学校园内三栋教学楼教室内外的空气品质进行了实地测量调查。在室内和室外同时对空气温度(Ta)、相对湿度(RH）、空气流速(V）以及二氧化碳(CO2)、一氧化碳(CO)、二氧化硫(SO2)、二氧化氮(NO2)、可吸入颗粒物(PM10)和甲醛(HCH0)等的浓度参数进行了测量。实地测量时间为2004年3月和4月两个月。测量结果显示CO2和PM10为典型大学教室中污染最为严重的两项指标：CO2的最高和平均浓度分别高达0．3229／0和0．1997％,而中国国家标准为0．100%。造成如此严重污染的主要原因是通风不足以及教室内人员密度过大;教室内PM10的最大和平均浓度分别为0．16mg／m^3和0．13mg／m^3,通过实验分析得出在室内人员密度不是非常大的情况下,室内PM10主要来自室外环境;而人员密度大到一定程度时,室内人员活动与PM10浓度则显示出了一定的正相关性。本文所测的其他污染指标均符合国家标准要求。并且在结论中也提出了一些解决问题的建议。     

Investigation of air quality,comfort parameters and effectiveness for two floor-level air supply systems in classrooms

The method of distributing the outdoor air in classrooms has a major impact on indoor air quality and thermal comfort of pupils. In a previous study, ([11] Karimipanah T, Sandberg M, Awbi HB. A comparative study of different air distribution systems in a classroom. In: Proceedings of Roomvent 2000, vol. II, Reading, UK, 2000. p. 1013–18; [13] Karimipanah T, Sandberg M, Awbi HB, Blomqvist C. Effectiveness of confluent jets ventilation system for classrooms. In: Idoor Air 2005, Beijing, China, 2005 (to be presented).) presented results for four and two types of air distribution systems tested in a purpose built classroom with simulated occupancy as well as computational fluid dynamics (CFD) modelling.     

Investigation of bacterial and fungal communities in indoor and outdoor air of elementary school classrooms by 16S rRNA gene and ITS region sequencing

The advent of high-throughput sequencing methods allowed researchers to fully characterize microbial community in environmental samples, which is crucial to better understand their health effects upon exposures. In our study, we investigated bacterial and fungal community in indoor and outdoor air of nine classrooms in three elementary schools in Seoul, Korea. The extracted bacterial 16S rRNA gene and fungal ITS regions were sequenced, and their taxa were identified. Quantitative polymerase chain reaction for total bacteria DNA was also performed. The bacterial community was richer in outdoor air than classroom air, whereas fungal diversity was similar indoors and outdoors. Bacteria such as Enhydrobacter, Micrococcus, and Staphylococcus that are generally found in human skin, mucous membrane, and intestine were found in great abundance. For fungi, Cladosporium, Clitocybe, and Daedaleopsis were the most abundant genera in classroom air and mostly related to outdoor plants. Bacterial community composition in classroom air was similar among all classrooms but differed from that in outdoor air. However, indoor and outdoor fungal community compositions were similar for the same school but different among schools. Our study indicated the main source of airborne bacteria in classrooms was likely human occupants; however, classroom airborne fungi most likely originated from outdoors.     

Environmental perceptions,mental performance,and physiological responses of people with respiratory allergies exposed to reduced Indoor Air Quality

To investigate the need of allergic population for indoor environment quality, exposure effects of poor air quality on subjects with respiratory allergies were compared with those on healthy people, including perceptual responses, health symptoms, mental performance, and physiological responses. The experimental intervention was with and without ventilation at thermally neutral rooms, creating two exposure conditions indicated by CO₂ concentration ranges of 502 to 3297 ppm (2438 ± 1527 ppm) and 517 to 5687 ppm (3615 ± 1527 ppm). 63 subjects (32 allergic subjects and 31 non-allergic subjects) were exposed to both conditions for 3 hours. The main results suggested that, compared with healthy people, people with respiratory allergy seem to be more sensitive or less acceptable to reduced air quality polluted by occupants during instantaneous exposure. Besides, the allergic group performed worse in cognitive tests than non-allergic group. After 3 hours of continuous exposure, people with respiratory allergy reported stronger intensity of respiratory irritations and seemed to suffer more inflammation indicated by a higher level of interleukin 1L-1β.