近年素養導向教學實踐掀起熱潮，能賦予學生將所學內容，應用於真實情境中成為當前教育工作者的重要課題。然而在精進英語教學的實務上，主要是藉由文本與教學法的精進，顯少思考改變學習空間可能帶來的影響。有鑑於此，本研究嘗試於教室中使用學習帳篷來進行教學，試圖搭配平板電腦，讓學習者擁有沉浸式的體驗，目的在探討國小學童於教學實施後之學習動機改變，並分析國小學童對課程的學習感受。研究採行動研究法，以臺北市某國小五年級23位學生為研究對象進行分組教學，每組3-4位學生採異質性分組。進入帳篷後，依小組任務分工，學生需共同完成學習任務，並進行每節40分鐘、每週三節，為期一個月的課程。資料收集與分析方面，以學習影響評估量表蒐集學生量化意見，並以T檢定進行分析。同時，藉由學生訪談、學習影響評估回饋表、課堂觀察表、教師教學反思札記、與學生學習紀錄來收集資性資料，最後資料分析結果，採三角驗證法，以獲得多方驗證。
本研究結果發現於學習帳篷內設置多元學習任務，有助於提升學生學習興趣。除了學生對課程持正向回饋外，研究者亦發現因學習帳篷屬密閉式空間，同儕間正面互動頻率增加外，也減輕學習英語之焦慮感，學生能逐步建立學習信心。此外，在實施過程中，可發現組員於帳篷空間內之交流互動，能帶動學習效能及獲取更多學習經驗，並加深對學習內容的理解。研究建議，學習任務設計盡可能使不同學習水平之學生能展現其能力；其次，教學者應於檢核學生學習成效前，預先規劃及說明評量規準，以便即時掌握學生學習情形，讓學生有機會能再次進入帳篷內進行修正。

最終，期盼透過本研究的發展與實施，創造更多語言學習創新方法，並提供關於如何設計和實施沉浸式空間以提高兒童語言學習成果見解，亦希望能提供其他教育工作者擁有更多思考與討論。

The competency-based curriculum has become essential and in Taiwan after the 12-year basic education curriculum guidelines were released. The basis and goals of this curriculum are to provide and empower students to apply language learning real-life situations they may encounter outside of the classroom. Therefore, competency-based curriculum design has become an educator’s need to be equipped with. However, to improve English teaching in practice, educators must exert effort by improving textbooks and teaching methods, and less on the learning space. This study attempts to use “learning tents” for teaching in the classroom, and allows learners to use tablets to have a more immersive experience. The interior of the learning tent is assembled with a 6 square meter canvas outer covering held up by a plastic support structure and the exterior is decorated with multi-color flags, which creates a comfortable learning space. The purpose of this study was to explore the motivation for learning of primary students and analyze their thoughts and feelings as they utilize the learning tents. This study surveyed and analyzed 23 students attending 5th grade in Taipei, Taiwan. Using methods to provide random grouping, each group would contain 3 to 4 students. Upon entering the tents, students would work together to complete common language learning tasks.

Results showed that having multiple learning tasks in the learning tents can help improve students' interest in learning. In addition to students’ positive feedback from the course, the researcher also found that the learning tent is a closed space, the frequency of positive interaction with peers has been increased, and the anxiety about learning English has also been reduced. Students can gradually build up their learning confidence. And during the implementation process, it can be found that communication and interaction of group members in the tent can promote learning efficiency. Students can obtain more learning experience and deepen their understanding of the content.

Ultimately, it’s hoped that through the development and implementation of this research, learners can promote their learning and accumulate English knowledge from learning tents. In addition, it is hoped to provide other educators with more active discussion and debate on this topic.

第一章 緒論..............1
第一節 研究背景與動機...........1
第二節 研究目的與問題...........3
第三節 名詞釋義...........4
第四節 研究限制...........4
第二章 文獻探討...........7
第一節 學習環境輔助英語學習之相關研究...........7
第二節 學習帳篷融入英語課程設計探討...........26
第三章 研究設計與實施...........47
第一節 研究對象...........47
第二節 學習帳篷與教學方案設計...........49
第三節 研究方法與流程...........54
第四節 資料蒐集與分析...........60
第五節 研究信實度...........62
第六節 研究倫理...........63
第四章 研究結果與討論...........65
第一節 學習帳篷融入英語課程之教學設計與實施歷程...........65
第二節 學生學習影響分析...........88
第三節 綜合討論...........100
第五章 結論與建議...........103
第一節 研究者省思與成長...........103
第二節 結論...........106
第三節 建議...........108
參考文獻...........111
中文部分...........111
英文部分...........114
附錄一 合作學習異質分組說明...........123
附錄二　學習影響評估回饋表...........124
附錄三 家長同意書...........127
附錄四 第一循環教學教案與學習單...........128

中文部分
楊榮祥（1997）。中學科學教室環境影響之之本質與其影響因素。國科會微縮小組。
湯志民（1991）。臺北市國民小學學校建築規畫環境知覺與學生行為之相關研究（未出版之碩士論文）。國立政治大學教育研究所，台北市。
湯志民（2020）。新世代學習空間：理念與規劃。學校行政，(128)，1-18。
曾桂琪（2007）。國中學生數學學習環境及其學習成就之研究（未出版之碩士論文）。國立臺北教育大學教育政策與管理研究所碩士論文，台北市。
王牧華、宋莉 （2018）。當代學習環境研究的轉向及啟示、課程、教材、教法，(1)，60-66。
王馨葦（2022）。運用混成式學習法輔助合作學習之教學實踐。國立高雄科技大學學報，4，1-15。
馬冲宇、陳堅林（2013）。虚擬語言學習環境 VILL@ GE 的項目分析及其啟示。中國電化教育，(2)，121-125。
蔡仲威（2014）。應用擴增實境建置沉浸式數位學習環境—以英語學習為例。
楊金鳳（2017）。 社會文化—知識理論視角下鄉村小學生學習狀態研究（未出版之碩士論文）。西南大學，中國。
張玉茹（2009）。混成學習對大學生研究計畫寫作態度，寫作品質與班級氣氛的影響。教育科學研究期刊，54(1)，143-177。
陳曉瑩（2017）。虛擬實境 4D 情境式學習對高中生英文學習之影響（未出版之碩士論文）。淡江大學，新北市
陳淑賢、廖美南、邱存梅、慧玲（2020）。情境學習在臨床教學中的運用。長庚護理，31(2)，181–188。
陳楷筑（2022）。資訊科技融入英語情境教學法對國民小學學童英語聽說能力與學習動機影響之研究（未出版之碩士論文）。國立臺中教育大學，台中市。
陳淑鈴（2015）。運用行動裝置促進小學生的英語情境學習（未出版之碩士論文）。國立中央大學，桃園市。
陳書瑜（2013）。英語作為外語的互動式情境學習環境之系統設計（未出版之碩士論文）。國立中央大學，桃園市。
陳錦榮、許明輝（2002）。合作探究學習: 探討一種創新教學模式的可行性。教育曙光，46，57-66。
陳雅屏（2016）。互動式電子白板的使用差異對國小生英語學習動機與學習成就之影響（未出版之碩士論文）。國立中興大學，台中市。
陳靜宜（2009）。「英語村」情境教學課程設計發展之研究（未出版之碩士論文）。國立花蓮教育大學，花蓮縣。
陳正明（2012）。採用擴增實境之適性化行動英語學習（未出版之碩士論文）。國立高雄師範大學，高雄市。
陳華 （2013）。淺析傳統英語教學的弊端及其改革方向。英語廣場：學術研究，(10), 117-118。
黃琪芳、陳志洪、陳浩然（2021）。 虛擬英語村：使用情境任務 3D 遊戲促進國中生的英語學習。教育傳播與科技研究，(127)，1-15。
黃梓銓（2009）。擴增實境應用於英語名詞、動詞及形容詞教學之研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
黃政傑、林佩璇（2013）。合作學習。台北市：五南。
黃添丁（2015）。數位學習融入課程之學習動機及學習行為對學習成效的影響。慈濟科技大學學報，1，35-52。
林郁琪（2014）。墾丁英語村成效評估之研究（未出版之碩士論文）。國立屏東教育大學，屏東縣。
劉艷红、米海敏（2009）。 多媒體技術在英語教學中的應用與思考。教育與職業， (21)，140-141。
波宏明（2013）。都會區族語教學模式探討-以台北縣族語魔法學院為例（未出版之碩士論文）。國立政治大學，台北市。
江英勉（2016）。情境教學對國小四年級學童 英語學習動機和英語學習成就影響之研究（未出版之碩士論文）。國立臺中教育大學，台中市。
周佩燕（2015）。以情境及合作學習策略融入英語導覽客家美食文化提升國小學童英語學習興趣與成效之行動研究（未出版之碩士論文）。國立新竹教育大學，新竹縣。
張靜雲（2012）。國民小學英語村情境建置與學生學習動機之個案研究。教育理論與實踐學刊，(25)，83-113。
張錦鵬（2002）。彰化縣國小高年級學生學習行為與學業成就關係之研究（未出版之碩士論文）。國立台中師範學院國民教育研究所，台中市。
張訓譯（2018）。虛擬實境運用於教育場域可能面臨的問題。臺灣教育評論月刊，7(11), 120-125。
吳冠廷（2016）。多媒體設計與學習風格對擴增實境英語行動行動學習成效之影響（未出版之碩士論文）。臺北市立大學，台北市。
吳宗立. (2000). 情境學習論在教學上的應用。人文及社會學科教學通訊，11(3)，157-164。
吳尚洺（2020）。情境英語教學應用在國小學童英語學習評估之研究（未出版之碩士論文）。國立臺中教育大學，台中市。
曾佳雯（2019）。情境教學應用在國中英語科聽與說補救教學學習成效之行動研究（未出版之碩士論文）。國立臺北教育大學，台北市。
曾歆尹（2016）。旅遊情境融入英語教學對國小高年級學生英語學習動機與成效的影響（未出版之碩士論文）。國立臺東大學，台東縣。
呂美珠（2014）。情境學習與國小五年級學童英語學習興趣及學習成就之相關研究──以新北市英速魔法學院闊瀨校區為例（未出版之碩士論文）。臺北市立大學，台北市。
呂昕昀（2021）。國小英語情境教室實施臺灣在地文化課程融入環境知識和單字之研究─以國小六年級為例（未出版之碩士論文）。國立清華大學，新竹縣。
邱思佳（2021）。資訊平台融入主題式情境設計提升國小五年級學生英語口說能力之行動研究（未出版之碩士論文）。國立清華大學，新竹縣。
孫穎美（2016）。論情境學習理論及其教學意義。科教文滙，(26)， 29-31。
王子華、楊凱悌、邱美虹（2011）。 互動式電子白板教室環境感受量表之發展。數位學習科技期刊，3(4)，1–18.
梁影、倪其育（2009）。基於情境學習理論的學習環境設計原則。揚州大學學報，(1)，83-86。
梁彩霞(2017)。英語課堂傳統教學與多媒體教學的深度融合。教育藝術，(11)，56-57。
廖惠娟（2009）。合作學習於英語課程與教學：過去，現在與未來。 臺中教育大學學報：人文藝術類，23(2)， 87-108。
藍敏真（2009）。運用情境教學與合作式學習法培養國小學童英聽能力之研究（未出版之碩士論文）。國立成功大學，台南市。
蔣名平（2006）。合作學習理論及其實施策略。安徽教育學院學報，24(5)，107-110。
教育部（2008）。國民中小學九年一貫課程綱要。臺北市：教育部。
教育部（2014）。十二年國民基本教育課程綱要總綱。臺北市：教育部。
國家發展委員會（2020）。雙語國家政策。臺北市：國家發展委員會。

英文部分
Anderson, D. C., & Niemi, J. A. (1969). Adult education and the disadvantaged adult. In University Microfilms International eBooks. https://files.eric.ed.gov/fulltext/ED029160.pdf
Altman, I., & Gove, W. R. (1978). The environment and social behavior: Privacy, personal space, territory, crowding. Contemporary Sociology, 7(5), 638. https://doi.org/10.2307/2065073
Ahrentzen, S., & Evans, G. W. (1984). Distraction, privacy, and classroom design. Environment and Behavior, 16(4), 437-454.
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational research review, 20, 1-11.
Bandura, A. (1969). Social-learning theory of identificatory processes. Handbook of socialization theory and research, 213, 262.
Byrne, D. B., Hattie, J. A., & Fraser, B. J. (1986). Student perceptions of preferred classroom learning environment. The Journal of Educational Research, 80(1), 10–18. https://doi.org/10.1080/00220671.1986.10885714
Bull, S., & Solity, J. (1987). Classroom management: Principles to practice. http://ci.nii.ac.jp/ncid/BA01155083
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193–224.
Burdea, G. C., & Coiffet, P. (2003). Virtual reality technology. John Wiley & Sons.
Billinghurst, M., & Duenser, A. (2012). Augmented reality in the classroom. Computer, 45(7), 56-63.
Brunswik, E. (1956). Perception and the representative design of psychological experiments. University of California Press eBooks. https://doi.org/10.1525/9780520350519
Bradshaw. (2015). The school assessment for environmental typology (SAfETy): An observational measure of the school environment. American Journal of Community Psychology., 56(3-4), 280–292. https://doi.org/10.1007/s10464-015-9743-x
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Chisega-Negrila, A. M., Kraft, L., & Tutuianu, D. (2013). Traditional vs. e-learning language acquisition. Teacher-student roles. The International Scientific Conference eLearning and Software for Education (2), 580.
Celik, S., Aytın, K., & Bayram, E. (2013). Implementing cooperative learning in the language classroom: opinions of Turkish teachers of English. Procedia-Social and Behavioral Sciences, 70, 1852-1859.
Chang, W. (2010). Taiwanese elementary students’ motivation and attitudes toward learning English in English village program in Kaohsiung county. In ProQuest LLC eBooks. https://eric.ed.gov/?id=ED523748
Ghefaili, A. (2003). Cognitive apprenticeship, technology, and the contextualization of learning environments. Journal of Educational Computing, Design & Online Learning, 4(1), 1-27.
Collins, A. J., Brown, J. M., & Newman, S. D. (2018). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Routledge eBooks, 453–494. https://doi.org/10.4324/9781315044408-14
Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American educator: The Professional Journal of the American Federation of Teachers, 15(3), 6-11.
Demirtas, Z. (2010). The effects of school culture on student achievement. Egitim ve Bilim, 35(158), 3.
Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2, 129-152.
DeVries, D. L., & Edwards, K. J. (1974). Student teams and learning games: Their effects on cross-race and cross-sex interaction. Journal of educational Psychology, 66(5), 741.
Epp, C. D. (2016). English language learner experiences of formal and informal learning environments. https://doi.org/10.1145/2883851.2883896
Entwistle, N., McCune, V., & Hounsell, J. (2003). Investigating ways of enhancing university teaching-learning environments: Measuring students’ approaches to studying and perceptions of teaching. Powerful Learning Environments: Unravelling Basic Components and Dimensions, 89–108. https://www.research.ed.ac.uk/en/publications/investigating-ways-of-enhancing-university-teaching-learning-envi
Ellis, N. C. (2008). The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The modern language journal, 92(2), 232-249.
Evans, G. W. (2006). Child development and the physical environment. Annual review of psychology, 57, 423.
Evans. (2021). The physical context of child development. Current Directions in Psychological Science., 30(1), 41–48. https://doi.org/10.1177/0963721420980719
Etin, S., & Raharjo. (2007). Cooperative learning. Jakarta: Rineka Cipta.
Fraser, B. J. (1989). Twenty years of classroom climate work: Progress and prospect. Journal of Curriculum Studies, 21(4), 307-327. doi:10.1080/0022027890210402
Fraser, B. J., & Fisher, D. L. (1982). Effects of classroom psychosocial environment on student learning. British Journal of Educational Psychology, 52(3), 374-377. doi:10.1111/j.2044-8279.1982. tb02525.x
Felder, R. M., & Brent, R. (2007). Cooperative learning. Active learning: Models from the analytical sciences, 970, 34-53.
Gee, L.（2006）. Human centered design principles. In D. G. Oblinger（Ed.）Learning spaces.,10,1-13. http://net.educause.edu/ir/library/pdf/PUB7102.pdf
Gatersleben, B. (2018). Measuring environmental behaviour. Environmental psychology: An introduction, 155-166.
Gove, W. R., Hughes, M. D., Galle, O. R., & Galle, G. (1983). Overcrowding in the household: An analysis of determinants and effects. New York: Academic Press.
Graves, N. B., & Graves, T. D. (1985). Creating a cooperative learning environment: An ecological approach. Learning to cooperate, cooperating to learn, 403-436.
Hage, J. (1965). An axiomatic theory of organizations. Administrative science quarterly, 289-320.
Harris, P. B., & McAndrew, F. T. (1986). Territoriality and compliance: The influence of gender and location on willingness to sign petitions. The Journal of social psychology, 126(5), 657-662.
Herrington, J., & Oliver, R. (1995). Critical characteristics of situated learning: Implications for the instructional design of multimedia [Conference presentation].ASCILITE 1995 Conference, Melbourne, Australia. https://www. google.com/ =reading+interest+ inventory+for+students&cli
Helson, H. (1964). Adaptation-level theory: An experimental and systematic approach to behavior. New York: Harper and Row.
Huebner, L. A., & Lawson, J. M. (1990). Understanding and assessing college environment. College student development: Theory and practice for the 1990s, 127-151.
Hendrix, J. C. (1999). Connecting cooperative learning and social studies. The Clearing House, 73(1), 57-60.
Choi, W., & Jacobs, R. L. (2011). Influences of formal learning, personal learning orientation, and supportive learning environment on informal learning. Human Resource Development Quarterly, 22(3), 239-257.
Jiang, J., Zhi, L., & Xiong, Z. (2018). Application of virtual reality technology in education and teaching. 2018 International Joint Conference on Information, Media and Engineering, 300–302. https://doi.org/10.1109/icime.2018.00070
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. New York: Routledge.
Johnson, D. W., & Johnson, F. P. (1997). Joining together: Group theory and group skills. Boston: Mass, Allyn and Bacon.
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. http://ci.nii.ac.jp/ncid/BA21521446
Johnson, D. W., & Johnson, R. T. (2002). Learning together and alone: Overview and meta‐analysis. Asia Pacific Journal of Education, 22(1), 95-105.
Krashen, S. D. (1976). Formal and informal linguistic environments in language acquisition and language learning. TESOL Quarterly, 10(2), 157–168. https://doi.org/10.2307/3585637
Krantz, P. J. (1975). Ecological arrangements in the classroom (Doctoral dissertation, ProQuest Information & Learning).
Kesim, M., & Ozarslan, Y. (2012). Augmented reality in education: Current technologies and the potential for education. Procedia-social and behavioral sciences, 47, 297-302.
Kiatkheeree, P. (2018). Learning environment for second language acquisition: Through the eyes of English teachers in Thailand. International Journal of Information and Education Technology, 8(5), 391-395.
Komives, S. R., & Woodard Jr, D. B. (2003). Student services: A handbook for the profession. San Francisco: Jossey-Bass
Kuhn, D. (1972). Mechanisms of Change in the Development of Cognitive Structures. Child Development, 43(3), 833. https://doi.org/10.2307/1127635
Lewin, K. (1951). Field theory in social science: Selected Theoretical Papers. New York: Harper & Row
Lambert, C. T., & Guillette, L. M. (2021). The impact of environmental and social factors on learning abilities: a meta‐analysis. Biological Reviews, 96(6), 2871-2889.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
Magomadov, V. S. (2020). Examining the potential of VR and AR technologies for education. Journal of Physics: Conference Series, 1, 012160. https://doi.org/10.1088/1742-6596/1691/1/012160
Mehrabian, A., & Russell, J. A. (1974). An approach to environmental psychology. MIT Press.
Murphy-Berman, V., & Berman, J. (1978). The importance of choice and sex in invasions of interpersonal space. Personality and Social Psychology Bulletin, 4(3), 424-428.
Moos, R. H. (1979). Evaluating educational environments: Procedures, measures, findings, and policy implications. San Francisco: Jossey-Bass.
MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of leadership in Education, 12(1), 73-84.
Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. Calico Journal, 28(2), 345-368.
Piaget, J. (1965). The stages of the intellectual development of the child. Educational psychology in context: Readings for future teachers, 63(4), 98-106.
Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures. Psychological bulletin, 134(2), 223.
Rikoon, S. H., McDermott, P. A., & Fantuzzo, J. W. (2012). Approaches to learning among head start alumni: Structure and validity of the learning behaviors scale. School Psychology Review, 41(3), 272-294.
Stevens, A. (2010) Study on the impact of information and communication technology (ICT) and new media on language learning. European Commission.
Schmuck, R., & Schmuck, P. (1978). Group processes in the classroom. Haifa, Israel: Ah Publications.
Stein, D. (1998). Situated learning in adult education. https://www.ericdigests.org/1998-3/adult-education.html
Scott-Webber, L. (2009). In sync: Environmental behavior research and the design of learning spaces. Society for College and University Planning.
Shumaker, S. A. (1979). Adjusting the physical environment to the discomforts of inadequate privacy. University of Michigan.
Stanton, R. R. (1979). Future organizations: A model of structural response to organizational environment. Technological Forecasting and Social Change, 15(3), 217-240.
Strange, C. (2000). Creating environments of ability. New Directions for Student Services: Serving Student with Disabilities, 19, 19-30.
Strange, C. C. (2003). Dynamics of campus environments. Student services: A handbook for the profession, 4, 297-316.
Suchman, L. A. (1987). Plans and situated actions: The problem of human-machine communication. New York: Cambridge University Press.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
Slavin, R. E. (1980). Cooperative learning. Review of educational research, 50(2), 315-342.
Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3-13, 43(1), 5-14.
Skinner, B. F. (1974). About behaviorism. New York: Knopf.
Tolman, E. C. (1948). Cognitive maps in rats and men. Psychological review, 55(4), 189.
Viktoria, D. A., Polina, L., Natalia, A., Lilia, N., & Evgenia, E. K. (2018). Virtual and Augmented Reality in Language Acquisition. https://doi.org/10.2991/ictppfms-18.2018.38
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
Wilson, B. G. (1995). Metaphors for instruction: Why we talk about learning environment. Educational Technology, 35(5), 25-30.
Walberg, H. J. (1980). A psychological theory of educational productivity. Chicago: Manuscript.
Weinstein, R. S. (1983). Student perceptions of schooling. The Elementary School Journal, 83(4), 287-312.
Whitt, E. J. (1996). Assessing student cultures. Assessment in student affairs: A guide for practitioners. San Francisco: Jossey-Bass.
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & education, 62, 41-49.
Wang, C.M. (2020). Applying digital reading pen in a tent-based learning environment for indigenous language revitalization. 2020 annual meeting of Taiwan Association for Educational Communication and Technology, Taipei.
Young, M. F. (1993). Instructional design for situated learning. Educational technology research and development, 41(1), 43-58.
Zedan, R. (2010, February 6). New dimensions in the classroom climate. Learning Environments Research, 13(1), 75–88. https://doi.org/10.1007/s10984-009-9068-5