Understanding Occupants’ Physical Distancing Behavior for Safer Facility Operation under COVID-19 in the Context of Educational Facilities
Publication: Journal of Management in Engineering
Volume 38, Issue 3
Abstract
As the COVID-19 pandemic continues, the role of facility managers in controlling and limiting the spread of the virus among facility occupants is critical. To enable facility managers to design and evaluate the effectiveness of facility operational measures (e.g., limiting room occupancy, staggering schedules), researchers have developed simulation models that can predict the physical distancing behaviors of occupants in a given facility layout and facility operational policies. However, these models do not take into consideration the impacts of spatial and temporal constraints in a facility, which can limit occupants’ ability to physical distance. To this end, this study examines whether and how such constraints affect occupants’ physical distancing behaviors in the context of K–12 educational facilities, where physical distancing is extremely important. A survey to examine students’ physical distancing behaviors in educational facilities was designed and conducted in four educational facilities (). The results indicate that occupants’ physical distancing behaviors are significantly affected by crowdedness of space (i.e., spatial constraint) given that spatial density impacts the perceived risk of infection. On the other hand, it appears that time pressure due to limited time to meet occupancy schedules (i.e., temporal constraints) does not much influence physical distancing behaviors. These findings are expected to provide a basis upon which to enhance occupant behavior simulation efforts by deepening our understanding of physical distancing behaviors of children and adolescents in educational facilities.
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Data Availability Statement
Some or all data, models, or code that support the findings of this study are available from the corresponding author upon reasonable request.
Acknowledgments
The research described in this paper was financially supported by the National Science Foundation–United States (#2043877) and Institute of Construction and Environmental Engineering (ICEE) at Seoul National University. Any opinions, findings, conclusions, or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation and ICEE. We thank Sherecce A. Fields, Associate Professor of the Department of Psychological and Brain Sciences at Texas A&M University, Susan P. Holley, Associate Clinical Professor of Education and Human Development at Texas A&M University, and Youngjib Ham, Assistant Professor of the Department of Construction Science at Texas A&M University for helpful suggestions on the survey designs. We are grateful to Molley Perry, Chief Administrative Officer of College Station Independent School District for recruiting and arranging the survey, and Wooryang Jeong and Inseok Yoon at Seoul National University for feedback on the preliminary version of the manuscript.
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Volume 38 • Issue 3 • May 2022
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Received: Jul 31, 2021
Accepted: Dec 6, 2021
Published online: Feb 7, 2022
Published in print: May 1, 2022
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