**2. Materials and Methods**

This study presents a participative research on the overall environmental satisfaction and comfort perception at class, using the emotional design as a driver through a mixed approach to classroom users (students). The multifactorial character makes it necessary to collate and identify the (conscious or subconscious) information which users can provide as active "sensors" of their ambient environment to be able to feed predictive models for management of the indoor thermal environment.

The qualitative-exploratory and participatory part of the study is carried out using two techniques: emotional drawings, and group debate around them. Through the drawings, students visually express their understanding of indoor comfort in the school [43]. This technique also allows them to graphically communicate which elements provide comfort, and which contribute to a lack thereof.

Then, they develop their group discourse at the level of global environmental comfort perception inside the classroom. The drawings previously selected can act as triggers to elicit deliberation. Students build a consensus on what they understand by thermal and environmental comfort in the classroom, which aspects affect it positively and negatively and which solutions will be needed to achieve it. Finally, two questionnaires complete the whole students' evaluation, one based on the user perception of how they feel indoors (aligned with ISO 7730 [31]), and the second one about classroom features that may affect comfort and health in the classroom, under their point of view [44].

In parallel, indoor environment parameters (air temperature and relative humidity) were monitored with portable sensors during working sessions with children. Measurements of relative humidity and outdoor temperature conditions were continuously monitored during measurements. However, the humidity and the indoor temperature of the classrooms were only punctual measures during the development of the different sessions, to know the average temperature values during the different sessions for each class. During the research, the environmental conditions were obtained for both indoor and outdoor spaces to ensure similar boundary conditions for all users, and to be able to evaluate the different responses and contributions in these conditions.

Data monitoring allows assessing the adaptation degree of the method to the specific characteristics of the proposed study case.
