Effects of a cool classroom microclimate on cardiac autonomic control and cognitive performances in undergraduate students

An inverted U-shape relationship between cognitive performance and indoor temperature with best performance peaking at 21.6 degrees C was previously described. Little is known on classroom temperature reduction effects on cognitive performances and cardiac autonomic profile, during the cold season. Fifteen students underwent electrocardiogram recording during a lecture in two days in December when classroom temperatures were set as neutral (NEUTRAL, 20-22 degrees C) and cool (COOL, 16-18 degrees C). Cognitive performance (memory, verbal ability, reasoning, overall cognitive C-score) was assessed by Cambridge Brain Science cognitive evaluation tool. Cardiac autonomic control was evaluated via the analysis of spontaneous fluctuations of heart period, as the temporal distance between two successive R-wave peaks (RR). Spectral analysis provided the power in the high frequency (HF, 0.15-0.40 Hz) and low frequency (LF, 0.04-0.15 Hz) bands of RR variability. Sympatho-vagal interaction was assessed by LF to HF ratio (LF/HF). Symbolic analysis provided the fraction of RR patterns composed by three heart periods with no variation (0 V%) and two variations (2 V%), taken as markers of cardiac sympathetic and vagal modulations, respectively. The students' thermal comfort was assessed during NEUTRAL and COOL trials. Classroom temperatures were 21.5 +/- 0.8 degrees C and 18.4 +/- 0.4 degrees C during NEUTRAL and COOL. Memory, verbal ability, C Score were greater during COOL (13.01 +/- 3.43, 12.32 +/- 2.58,14.29 +/- 2.90) compared to NEUTRAL (9.98 +/- 2.26, p = 0.002; 8.57 +/- 1.07, p = 0.001 and 10.35 +/- 3.20, p = 0.001). LF/HF (2.4 +/- 1.7) and 0 V% (23.2 +/- 11.1%) were lower during COOL compared to NEUTRAL (3.7 +/- 2.8, p = 0.042; 28.1 +/- 12.2.1%, p = 0.031). During COOL, 2 V% was greater (30.5 +/- 10.9%) compared to NEUTRAL (26.2 +/- 11.3, p = 0.047). The students' thermal comfort was slightly reduced during COOL compared to NEUTRAL trial. During cold season, a better cognitive performance was obtained in a cooler indoor setting enabling therefore energy saving too.

Automated summary

This study found that a cooler classroom temperature led to better cognitive performance in students, reduced cardiac autonomic control, but slightly decreased thermal comfort.