Occupants’ Decision-Making of Their Energy Behaviours in Office Environments: A Case of New Zealand

Understanding how occupants behave and interact with building systems is vital to energy efficiency in buildings. The building occupants’ behaviours are complex and influenced by diverse factors. A deep understanding of the underlying environmental, contextual, social, and psychological factors is the first step of many in establishing the relationship between the indoor environment and occupants’ behaviours. The current study investigates the influence of occupants’ perceived indoor environmental comfort, the availability of control, and the social-psychological impacts on occupant behaviours in a New Zealand context. The data were collected through online surveys, and 99 office occupants responded. A machine learning technique was applied to identify the critical factors influencing the decision-making of occupant behaviours. Of the occupant behaviours considered in the study, adjusting windows, doors, shades and blinds, and drinking beverages were mostly practised (>70%) while adjusting lighting, personal fans, thermostats/heaters, and computers (40–70%) was moderately practised by occupants. The availability of specific user controls was the main predictor of most occupant behaviours, followed by social-psychological factors such as actual knowledge, perceived knowledge, behavioural interventions, subjective norms, organisational support, personal norms, attitudes, and perceived behavioural control. The indoor environmental parameters such as indoor temperature, indoor air quality, natural light, and inside noise were highlighted as most influential in decision-making for occupant behaviours. Additionally, the demographic factors: gender, work duration, days at work, and permanence/temporariness of workspace, were also impactful. Knowing the complexity of occupants’ decision-making with respect to their behaviours helps building managers use this sensitive information to enhance building energy performance and enable more energy feedback to the occupants to raise their awareness. Such information is helpful for creating an intelligent environmental control system loop with eco-feedback and establishing occupant-centric buildings or features

Comparative Analysis of Indoor Air Quality and Thermal Comfort Standards in School Buildings across New Zealand with Other OECD Countries

COVID-19 has improved awareness of the importance of appropriate indoor air quality (IAQ) in indoor spaces, particularly in classrooms where children are expected to learn. Research has shown that poor IAQ and temperature levels affect the cognitive performance of children. In this paper, we critically compare IAQ standards for New Zealand’s Designing Quality Learning Spaces (DQLS Document) against international benchmarks from the Organization for Economic Co-operation and Development (OECD) countries, including ASHRAE 62.1, CIBSE TM57, EN-15251, WHO AQGs, and Building Bulletins 99 and 101. The aim was to ascertain the robustness of New Zealand’s DQLS document, identify areas of superiority, and recommend the required improvement for appropriate IAQ and thermal comfort in classrooms. This comparison review focuses on IAQ parameters: CO2 levels, temperature, ventilation rates, room size, occupant density, and occupancy rates. The findings illuminate a slight lag in New Zealand’s DQLS standards compared to her international counterparts. For instance, while New Zealand’s standards align closely with WHO standards for IAQ concerning temperature and ventilation rates, the recommended CO2 range appears slightly inadequate (800 to 2000 ppm) along with occupancy and classroom size for effectively controlling classroom pollutant growth. This paper emphasises the need to align New Zealand’s IAQ and thermal comfort standards with optimal OECD benchmarks. The identified disparities present opportunities for improving learning spaces in terms of CO2 concentration, size of classroom, and occupant density in schools in New Zealand to meet globally recognised standards, ultimately creating a healthier and more conducive learning environment