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Copyright of Educivilia: Jurnal Pengabdian Masyarakat is the property of Universitas Djuanda and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the airborne transmission risk of infectious diseases in a classroom setting, aiming to develop a comprehensive risk measurement model. The research employs a combination of computational fluid dynamics simulations, viral load measurements, and epidemiological data to analyze airflow patterns, ventilation efficiency, and viral dispersion in classrooms. Real-time monitoring of air quality, temperature, and humidity is integrated to establish a risk assessment framework. The findings reveal the significance of proper ventilation and strategic classroom layout in mitigating airborne disease transmission. This research offers practical insights for educational institutions to implement informed strategies to minimize airborne risks, ensuring a safer learning environment. [ABSTRACT FROM AUTHOR]

While traditional seating (also known as fixed seating or fixed classroom) remains the preferred classroom seating arrangement for teachers, a new type of seating arrangement is becoming more common in schools: the flexible classroom (also known as flexible seating). The purpose of this type of arrangement is to meet the needs of students by providing a wide variety of furniture and workspaces, to put students at the center of learning, and to allow them to make choices based on their preferences and the objectives of the task at hand. This study aimed to examine the influence of flexible seating on the wellbeing and mental health of elementary school students. This article presents the results of exploratory research conducted in Quebec among Grade 5 and 6 students comparing the wellbeing and mental health of students in fixed and flexible classrooms. The study was conducted with 107 students in three Grade 5 and 6 flexible classrooms (n = 51) and three Grade 5 and 6 fixed classrooms (n = 56). It is based on a quasi-experimental, quantitative design with post-test only and a control group. The groups were matched based on natural conditions (i.e., from a convenience sample). Furthermore, the study included a gender-differentiated analysis for each group. The results showed that flexible classroom seating had a positive influence on the girls' wellbeing and mental health. In contrast, for the boys, fixed classroom seating was most conducive to their wellbeing and mental health. However, our study has some limitations that are discussed in the article. [ABSTRACT FROM AUTHOR]

While traditional seating (also known as fixed seating or fixed classroom) remains the preferred classroom seating arrangement for teachers, a new type of seating arrangement is becoming more common in schools: the flexible classroom (also known as flexible seating). The purpose of this type of arrangement is to meet the needs of students by providing a wide variety of furniture and workspaces, to put students at the center of learning, and to allow them to make choices based on their preferences and the objectives of the task at hand. This study aimed to examine the influence of flexible seating on the wellbeing and mental health of elementary school students. This article presents the results of exploratory research conducted in Quebec among Grade 5 and 6 students comparing the wellbeing and mental health of students in fixed and flexible classrooms. The study was conducted with 107 students in three Grade 5 and 6 flexible classrooms (n = 51) and three Grade 5 and 6 fixed classrooms (n = 56). It is based on a quasi-experimental, quantitative design with post-test only and a control group. The groups were matched based on natural conditions (i.e., from a convenience sample). Furthermore, the study included a gender-differentiated analysis for each group. The results showed that flexible classroom seating had a positive influence on the girls’ wellbeing and mental health. In contrast, for the boys, fixed classroom seating was most conducive to their wellbeing and mental health. However, our study has some limitations that are discussed in the article.

After earthquake, the correct and efficient earthquake emergency evacuation of pedestrian is crucial for reducing casualties. Based on the research on the quantitative of panic coefficient and the calibration of initial desired speed, this research has constructed the revised social force model which could accurately simulate the post-earthquake evacuation process of the crowed. Using the revised social force model, the effects of classroom layout, seismic intensity, the number of safeties exits and the number of students in the classroom on the evacuation efficiency are further studied. And then, according to the research results, the classroom layout has been further optimized to improve the students’ earthquake emergency evacuation efficiency. These research results are scientific bases for the targeted earthquake emergency safety education and the design of classroom layout.

After earthquake, the correct and efficient earthquake emergency evacuation of pedestrian is crucial for reducing casualties. Based on the research on the quantitative of panic coefficient and the calibration of initial desired speed, this research has constructed the revised social force model which could accurately simulate the post-earthquake evacuation process of the crowed. Using the revised social force model, the effects of classroom layout, seismic intensity, the number of safeties exits and the number of students in the classroom on the evacuation efficiency are further studied. And then, according to the research results, the classroom layout has been further optimized to improve the students' earthquake emergency evacuation efficiency. These research results are scientific bases for the targeted earthquake emergency safety education and the design of classroom layout. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Due to the growing number of emergency accidents occurring around students, evacuation issues have become significantly important for both school officials and architects. Simply following construction codes cannot ensure that a building׳s layout is suitable for evacuation behaviors; therefore, to discover the suitable planning schemes, we have introduced an agent-based simulation model via Netlogo to investigate the interrelationships between evacuation efficiency and classroom layouts. Before conducting modeling experiments, both the simulation structure and the sensitivity to its parameter settings are examined by validation research and sensitivity analysis. Furthermore, to demonstrate the importance of conducting fire drills with students, two different types of behavior rules are designed to reflect the distinctive characteristics of students evacuating without instructions and students evacuating in good order. The general comparison results show us that the classroom layout with two exits shortens students׳ evacuation time, and the premeditated behavior rules, meaning that students who follow preset instructions to arrange their activities, not only escape faster but also have some advantages in ensuring their safety during the evacuation process. Moreover, at the end of this paper, several methods of improving this simulation model are proposed for more complex research in the future.

Due to the growing number of emergency accidents occurring around students, evacuation issues have become significantly important for both school officials and architects. Simply following construction codes cannot ensure that a building׳s layout is suitable for evacuation behaviors; therefore, to discover the suitable planning schemes, we have introduced an agent-based simulation model via Netlogo to investigate the interrelationships between evacuation efficiency and classroom layouts. Before conducting modeling experiments, both the simulation structure and the sensitivity to its parameter settings are examined by validation research and sensitivity analysis. Furthermore, to demonstrate the importance of conducting fire drills with students, two different types of behavior rules are designed to reflect the distinctive characteristics of students evacuating without instructions and students evacuating in good order. The general comparison results show us that the classroom layout with two exits shortens students׳ evacuation time, and the premeditated behavior rules, meaning that students who follow preset instructions to arrange their activities, not only escape faster but also have some advantages in ensuring their safety during the evacuation process. Moreover, at the end of this paper, several methods of improving this simulation model are proposed for more complex research in the future. [ABSTRACT FROM AUTHOR]

The purpose of this study was to gain deeper insights into how technology restructures the classroom as a spatial setting and how the positioning of these technologies can be associated with educational practices. The research includes a photographic and schematic representation of 115 classrooms in 12 primary schools in Belgium, resulting in a typology based on structural features of the classrooms. Based on the typology derived and the specific positioning of technology, nine teachers were purposefully selected and interviewed regarding their perceptions concerning the link between the use of technology and the classroom layout. The results indicate that (1) the positioning of technology can be related to specific types of technology use; (2) the classroom layout is in transition from one central display to multiple screens; and (3) because of physical access to technology, the educational practice of individual classes is spatially dispersed over different locations within the school. [ABSTRACT FROM PUBLISHER]