空调作为一种“舒适”因素的重要性已得到普遍认可。随着越来越多的空调教室被建造，热环境对学习的影响已经在许多研究中得到了检验。1,2,3他们的研究结果倾向于表明，空调教室的学生整体表现确实比非空调教室好。然而，证据并不确定，部分原因是热环境与学习之间的关系取决于许多其他因素，并与这些因素相互作用，部分原因是这些研究中采用的实验设计不仅涉及不同的任务，而且涉及不同的学生、不同的教师和不同的教室。本文是一篇关于三个实验的报告，在这三个实验中，热环境和学习之间的关系的研究涉及空气和水之间的比较- 有空调和无空调的教室有不同的学习任务，而尽可能多的其他潜在影响因素保持不变。第一部分是对最初运行的三个实验的描述。第二部分是对原始数据进行重组和重新分析后的结果。引文:伊利诺伊州芝加哥ASHRAE Transactions第79卷第1部分

The importance of air-conditioning as a "comfort" factor has been generally recognized. As more and more air-conditioned classrooms are being built, the effect of thermal environment on learning has been examined in a number of studies. 1,2,3 Their findings tend to suggest that overall student performance is indeed better in air-conditioned than in non-air-conditioned classrooms. However, the evidence was inconclusive, partly because the relationship between thermal environment and learning depends upon and interacts with a number of other factors, partly because the experimental designs employed in these studies involved not only different tasks but also different students, different teachers, and different classrooms.The present paper is a report on three experiments in which the study of the relationship between thermal environment and learning involved comparison between air-conditioned and non-air-conditioned classrooms with varied learning tasks while as many other potentially influential factors as possible were held constant. Part I is a description of the three experiments, as originally run. Part II is a presentation of the results after a reorganization and re-analysis of the original data.