**1. Introduction**

The term sustainable building has generally been attributed to low levels of energy consumption. However, providing quality interior environments is another goal of the so-called green buildings. On the one hand, this fact is related to the Sick Building Syndrome (SBS) that has evidenced that poor quality environments harm the health of users. On the other hand, the design of buildings must guarantee the purpose for which they were built and for which that energy cost was assumed. This effect could be measured through user performance.

Regarding education, school architecture must ensure that students learn concepts and knowledge from different disciplines. Previous literature focus on the influence of learning physical environment factors in academic outcomes. Furthermore, educational buildings are designed to last for several years, and their state remains constant for a long time without rehabilitation or diagnosis of their influence on users. It implies that some facilities do not meet the minimum quality standards that are a requirement for the new constructions, such as the case of lighting. Also, ICT (Information a Communication Technologies) implementation has promoted the use of blinds to improve the visibility of the laser projectors in classrooms.

This situation causes bad lighting conditions that can lead to poor school performance. Specifically, math performance is higher in students in classrooms with greater illumination [1]. Likewise, young children can differentiate lighting needs according to the activity performed [2], while visual comfort is a key element for arts activities, especially on drawing [3].

Schools are closed spaces that human beings occupy and in which they breathe for hours every day. Normally they do not have constant and automatic ventilation, which generates a lack of oxygen in the environment, and only schools with a mechanical supply and exhaust type of ventilation meet the recommended ventilation rate per student [4]. As well, low ventilation rates are associated with poor mathematics results [5,6], besides causing attention and concentration problems. These effects have shown to be more negative in tasks that require the use of spatial skills [7].

The thermal factor has also been correlated with academic performance, since thermal discomfort may lead to stress behaviors that influence learning [8]. Thermal alterations affect the problem-solving capacity and attention of students, which play a key role in mathematical skills competencies [9,10].

The acoustic environment correlates with attention levels in a classroom. Noise is an important factor of influence when identifying the words mentioned during classes and reducing reverberation values affect the levels of students' attention and performance [11]. Moreover, in order to solve noise problems, it is essential to understand and adapt the structure, organization and use of learning spaces in schools [12].

The environment in which students and teachers learn and teach are human-made. It is not the natural environment of a living being, and it is precisely the relationship with nature another concern in this area of research. Benfield, Rainbold, Bell and Donovan [13], studied the perceptions and behaviors of students in classrooms with landscape views. Similarly, van de Berg, Wesselius, Maas and Tanja-Dijkstra [14] conducted a controlled evaluation study on green walls as a restorative environment in the classroom. Both contributions provide a direct relationship between the inclusion of nature and performance in mathematics. Besides, views can influence the variance of reading vocabulary, language arts, and mathematics [15].

The classroom configuration has a close relationship with the teaching approach. The disposition of the space that will affect the interaction in the classroom and the choice of student seats also generates an impact on academic performance based on mathematics [16]. Besides, other studies focused on the influence of class size on the performance and behaviour of kindergarten [17–19], and satisfaction in secondary education [20]. Regarding arts, when elements, such as the aesthetics of the classroom and the furniture arrangement should allow greater interaction between students. Because it allows students to sit in a calm climate, leading to freely develop their creativity and improve their performance [21].

The literature focuses on one of the factors or dimensions mentioned above. However, some studies have developed holistic approaches to the impact of classroom spaces on learning [22–25]. The first empirical holistic model [24] included the learning space attachment factor, which were more significant than lighting for the development of mathematical performance.

Other elements of the classroom that may influence learning space attachment are the student seating location, due to issues, such as proximity to the teacher, accessibility to the halls or distance to the screen [26]. This choice of location in the classroom is influenced by the territoriality and personality of the individual [27,28]. Additionally, the learning space attachment has been associated with students' perception whose artworks were permanently exhibited [29]. This bond between students and their classroom is also related to their security and privacy feeling, which contribute to their comfort [30]. Likewise, the personalization of the space contributes to the creative development and aesthetic values of the students [31].

In a recent study, none of these factors are the answer when students were surveyed about their learning space preferences, but they mainly prefer learning spaces related to the end of their learning activities [32]. Other studies have focused on the vital relation between learning space and pedagogy [33,34], and in need to consider the perception of the student to obtain a more holistic knowledge [35]. So, it seems consistent that disciplines as different as Art and Mathematics, which respond to different teaching needs or methodologies, receive different influences from the same learning space.

Concerning the prediction of performance based on learning space, most researchers have measured mathematical performance through the Grade Point Average in different evaluation periods [24] or by national student performance evaluation programs [4]. While math outcome is considered to be accurately assessed, the evaluation of art performance is presented as a very complex task [36]. Although evidence has raised for isolated disciplines, little research has focused on how learning space factors influence the learning of different subjects [15,24,25].

In Spain, primary schools normally assign a classroom to each course group, except for Physical Education. So, students attend every subject in the same space, which seems not to be an efficient and sustainable use of the building in terms of learning. For that, this research aims to contribute to the explanation concerning how learning space influence art and mathematics performance in primary education, as well as to deepen the measurement of the learning space through the perception of the elementary school student and to investigate whether there are differences in the outcome prediction depending on the academic course.

Diagnostic studies create knowledge bases in order to support new, more efficient and sustainable classroom designs. Since it should be clarified how the learning space affects different subjects and high economic and sustainable costs must be prevented in school designs.
