**4. Discussion and Conclusions**

The present research aimed to deepen the relationship between the physical learning space in Primary Education and the performance in Mathematics and Art, as well as at the academic course. Self-reported empirical data has confirmed the existence of direct and inverse relationships between variables of physical space and performance in mathematics and in art of Primary School students.

It has been shown that the adaptation of iPEP for the measurement of student perception of the variables of the physical learning space in Primary Education is valid and reliable. Likewise, the study has allowed us to investigate the factorial structure of the learning space construct, resulting in an organization in three factors: Workspace comfort, natural environment and building environment, which support previous results [25]. However, findings have evidenced that more question would be needed in order to improve the percentage of learning space measure in primary education level.

The distribution analysis of the learning space variables by classroom (Figure 3) has shown good levels of the indoor environment in the primary school classrooms in Galicia. In addition, this type of evaluation reports on the dispersion of responses, which have sometimes shown little variability. This has happened in the color, and acoustic variables, which may be related to their absence of significant relationships in the prediction analyzes. Therefore, it would be advisable to reconsider how to measure these variables.

The prediction analysis of mathematics performance has confirmed a direct relationship with ventilation, room size, views and place attachment; according to latest contributions of holistic approaches [24], and two inverse thermal level and chair comfort. These results support the inevitable fact of social impact in architectural spaces [33–35], and the need for their measurement through empirical and architectural analyses to understand how they work and to design more sustainable learning spaces in terms of usability. However, relations with art performance seem smaller, results that could be linked to the difficult measurement of Arts [36].

Chair comfort has evidenced an inverse relationship with mathematical performance, while it is the second variable that most explains the measurement of learning space according to the exploratory factor analysis. Despite being the second worst rated variable, the score is close to 5 on a 1–7 scale. However, anthropometry studies indicate that academic performance is reduced when furniture conditions are bad [39]. This provides evidence of an inverse relationship between a good condition of the furniture with a negative result in mathematical performance, pointing out that excess comfort could lead to a detrimental influence. A similar situation seems to happen in terms of the thermal comfort variable.

This research contributes to the literature on the existence of relationships between space and mathematical and art performance in Primary Education. In addition, an effective and easy-to-apply tool is published to diagnose situations related to the learning space in schools, in order to improve the educational purpose of the architectural space.

Concerning future lines of research, it is necessary to combine perception measurements with technical measures to estimate the best efficacy ranges of the different variables. Likewise, the influence in different areas within the study of mathematics and arts need to be studied.

**Author Contributions:** Conceptualization, V.L.-C. and A.A.L.; Formal analysis, V.L.-C.; Investigation, J.D.L.T.-C. and D.M.-D.; Methodology, V.L.-C., A.A.L., J.L.S. and J.D.L.T.-C.; Resources, J.D.L.T.-C.; Supervision, A.A.L., J.L.S. and J.D.L.T.-C.; Validation, V.L.-C. and J.L.S.; Visualization, D.M.-D.; Writing – original draft, V.L.-C.; Writing—review and editing, V.L.-C., A.A.L., J.L.S. and D.M.-D. All authors have read and agreed to the published version of the manuscript.

**Funding:** This research received no external funding.

**Conflicts of Interest:** The authors declare no conflict of interest.
