The indoor thermal environment plays an important role in learning performance, but many relevant studies have focused primarily on subjective evaluation and achievement evaluation of participants and paid relatively little attention to the physiological state. To study the effects of air temperature and relative humidity on the learning performance of undergraduates, experiments coupled with a questionnaire inquiry were conducted on undergraduate students subjected to eight different indoor air temperatures and relative humidity levels. The degree of discomfort, fatigue, distraction, and learning efficiency were measured and analyzed from psychological and physiological perspectives. These results showed that undergraduates performed better at 40% relative humidity and 24 °C. Learning performance variations were consistent with environmental comfort, but relative humidity impacted learning performances more than indoor air temperature. Low humidity environments decreased the overall learning performance; rooms maintained at 40% relative humidity lowered the degree of fatigue, reading speed, and the degree of distraction by 23.3%, 12.2%, and 61.1%, respectively, as compared to a room at 20% relative humidity. Therefore, relative humidity should be emphasized when designing learning spaces. This study also confirmed that pupil diameter could be used as a physiological index to evaluate fatigue and distraction.

室内热环境对学习成绩有重要影响，但许多相关研究主要集中在参与者的主观评价和成绩评价上，对生理状态的关注相对较少。为了研究气温和相对湿度对本科生学习成绩的影响，我们对本科生进行了八种不同的室内空气温度和相对湿度水平的实验和问卷调查。从心理和生理角度测量和分析不适、疲劳、分心和学习效率的程度。这些结果表明，本科生在 40% 的相对湿度和 24°C 下表现更好。学习成绩变化与环境舒适度一致，但相对湿度对学习成绩的影响大于室内空气温度。低湿度环境降低了整体学习成绩；与相对湿度为 20% 的房间相比，保持在 40% 相对湿度的房间的疲劳程度、阅读速度和注意力分散程度分别降低了 23.3%、12.2% 和 61.1%。因此，在设计学习空间时应强调相对湿度。该研究还证实，瞳孔直径可作为评估疲劳和注意力分散的生理指标。与相对湿度为 20% 的房间相比，保持在 40% 相对湿度的房间的疲劳程度、阅读速度和注意力分散程度分别降低了 23.3%、12.2% 和 61.1%。因此，在设计学习空间时应强调相对湿度。该研究还证实，瞳孔直径可作为评估疲劳和注意力分散的生理指标。与相对湿度为 20% 的房间相比，保持在 40% 相对湿度的房间的疲劳程度、阅读速度和注意力分散程度分别降低了 23.3%、12.2% 和 61.1%。因此，在设计学习空间时应强调相对湿度。该研究还证实，瞳孔直径可作为评估疲劳和注意力分散的生理指标。