## 6 Results and Analysis
Similar results were obtained in other studies that analyzed decentralized ventilation (e.g., like SYSTEM 2) and we can state that the experimental data are validated with this cross-reference [33] on CO2 and temperature values. In [6] it was also found that CO2 levels increase gradually but can be kept to values of around 1200 ppm with decentralized ventilation systems. The investigation of air temperature in several ventilation systems, including a scenario without ventilation, demonstrates a significant degree of uniformity in maintaining comparable temperature levels among educational spaces. The mean ambient temperature within the enclosed classroom, lacking proper ventilation, was measured as 23.5 \({}^{\circ}\)C. When comparing the data, it can be observed that Systems 3 and 4 exhibited a similar average temperature of 23.1 \({}^{\circ}\)C, which nearly resembled the temperature of the non-ventilated environment. System 2 exhibited a marginally lower mean temperature of 23.4 \({}^{\circ}\)C, but System 1, which was installed in a room featuring two external walls, registered a little higher average temperature of 24.1 \({}^{\circ}\)C.  
The noteworthy aspect lies in the negligible temperature difference observed across the various scenarios, regardless of the presence or absence of ventilation systems. The findings indicate that the ventilation systems are successfully sustaining a consistent thermal environment, a critical factor for ensuring comfort and cognitive performance in educational environments. The fact that Systems 1 and 3, located in rooms with two external walls, showed no statistically significant temperature fluctuations compared to the other systems is particularly noteworthy. This observation suggests that the insulation and architectural features of the rooms are successfully mitigating the risk of thermal energy transfer across the external walls. Based on the consistent room volumes and the approximate ratio of inhabitants (about 23 kids and 1 professor), it is apparent that the ventilation systems are not inducing substantial variations in the thermal conditions within the classrooms. The consistency of temperature, irrespective of the type of ventilation system utilized, is advantageous in terms of education, as it guarantees a uniform and pleasant learning atmosphere for both students and educators. The control of humidity within educational settings is a crucial element in establishing an optimal learning environment, and ventilation systems are vital in facilitating this endeavor. Maintaining humidity levels within the optimal range of 30% to 50% is crucial for ensuring comfort, promoting good health, and supporting cognitive function. Elevated levels of humidity can contribute to the growth and spread of mold and mildew, posing risks to both the physical stability of the building and the well-being of individuals inhabiting it. Such conditions have the potential to induce breathing problems and induce allergic responses. On the contrary, decreased levels of humidity can lead to many forms of discomfort, including the manifestation of dryness in the skin and eyes. Moreover, it can also elevate the probability of contracting respiratory diseases and facilitate the transmission of airborne viruses. Ventilation systems play a crucial role in maintaining equilibrium in interior humidity levels. By facilitating the circulation of new air and eliminating stagnant, damp air, these systems have the capacity to inhibit the accumulation of excessive moisture, thereby reducing the likelihood of mold proliferation and upholding an indoor environment conducive for human health. Moreover, the influence of humidity on thermal comfort is substantial. Despite the implementation of precise temperature regulation, unsuitable levels of humidity might result in individuals perceiving the environment as excessively warm or chilly.