Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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Start date: 2024Subject: search.filters.subject.Indoor air quality

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    Gamification for air quality education: A systematic literature review
    (Elsevier B.V., 2025-01-09) Daemei AB; Lovreglio R; Feng Z; Paes D; Miller C
    Air quality is crucial to our health and well-being, as poor air quality can lead to serious health problems such as asthma, allergies, and other respiratory conditions. Educating people about air quality is key to improving awareness and taking action to reduce its negative effects. Gamification offers a creative and engaging way to deliver educational content by incorporating game elements into the learning experience. However, despite its potential, there has been no review of how gamification has been used for air quality education. Thus, this review aims to fill that gap by systematically examining how gamification is applied to air quality education in the built environment. We explored a range of games and applications used to educate the public on air quality. To guide our analysis, we used the Octalysis framework, which focuses on game elements that motivate and engage users. Following the PRISMA guidelines for systematic reviews, we identified 19 relevant papers published between 2009 and 2023. From these, we developed 8 research questions to guide the review process and analyzed the game elements using the Octalysis framework. Our findings show that most studies focus on residential buildings, with a key focus on raising awareness of the health impacts of air pollution and managing asthma. Notably, many of these studies target children, who are more vulnerable to air pollution. We also introduce the first taxonomy for gamification in air quality education, providing a clear structure for future game development in this area. Finally, the review highlights the need to explore other educational topics that could benefit from gamification, and how this approach could improve both indoor and urban air quality, as well as reduce energy consumption.
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    Retrofitting solar air heaters in New Zealand schools – A randomized crossover intervention study
    (Elsevier B.V, 2024-06-15) Wang Y; Phipps R; Boulic M; Plagmann M; Cunningham C; Guyot G
    Most New Zealand (NZ) schools rely on natural ventilation and are often inadequately ventilated in winter. NZ school hours typically span from 9 a.m. to 3 p.m. and are well aligned with optimum solar radiation. Existing classrooms could therefore be heated and ventilated using retrofitted solar energy applications. To investigate the suitability of a commercially available solar air heater (SAH) to improve ventilation, a randomized crossover intervention study was conducted in 12 classrooms from six primary schools in Palmerston North, NZ, during the winter of 2014. Typical performance results showed a mean (standard deviation, SD) SAH outlet air temperature of 29.2 (10.4) °C at a mean (SD) velocity of 0.7 (0.3) m·s-1. During most school periods (64–99%) classrooms maintained required thermal comfort. The concurrent use of the extant heaters was reduced, and carbon dioxide levels were improved, lowering exposure for occupants. This study confirmed that retrofitting SAHs contributed to improved classroom ventilation, increased thermal comfort and reduced energy use. Optimising performance would require design improvements to improve airflow in order to comply with NZ ventilation and indoor air quality requirements for schools.