Effectiveness of acoustic treatments and PA redesign by means of student activity and speech levels

Salvio, Domenico De; D’Orazio, Dario

doi:10.1016/j.apacoust.2022.108783

Cited by 14 publications

(12 citation statements)

References 40 publications

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“…Our findings of the importance of loudspeaker position may be most helpful in drawing classroom designs for geometrical acoustic simulations, 39 Any speaker system designed to improve clarity in the speech range, such as use of low mass transducers, or increase signal-to-noise ratio, such as with line arrays, will only enhance the benefits shown by our findings. 40 It should be noted that in the current study that measures of word clarity and sound quality were subjectively measured, and the classic measure of mental effort or cognitive load-that of asking listeners to judge the amount of mental effort taken to transcribe the sentences-all three measures would point to "listening effort." 30 That is, the dependent variables in the current study are not measuring cognitive demand, but rather tapping into the subjective effort to meet the cognitive demands for sentence transcription.…”

Section: Loudspeaker Positionmentioning

confidence: 85%

Section: Discussionmentioning

confidence: 99%

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Effect of loudspeaker position and model on cognitive load, quality, clarity, and sentence recognition performance

Hedrick,

Braumuller,

Gunning

et al. 2023

Building Acoustics

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We sought to determine the effects of classroom loudspeaker position, model of loudspeaker, and talker accent on mental effort or cognitive load, word clarity, sound quality, and word recognition. Thirty-one typically-developed university students whose native language is English rated and transcribed recorded sentences produced by a native English talker and a native Dutch talker speaking English. The listeners were seated in acoustically pre-calibrated locations in a classroom and were presented 10 sentences at conversational level in each of four randomized conditions: from a conventional classroom loudspeaker in front or mounted above them, and from a loudspeaker optimized for speech reproduction placed in front or mounted above them. At the front of the classroom was a muted video recording of one of the talkers delivering an online lecture. Results showed front-located speakers yielded less cognitive effort, better sound quality, and better word clarity—showing importance of congruence of loudspeaker/talker position.

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Section: Loudspeaker Positionmentioning

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Effect of loudspeaker position and model on cognitive load, quality, clarity, and sentence recognition performance

Hedrick,

Braumuller,

Gunning

et al. 2023

Building Acoustics

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show abstract

“…Conversely, if we are to create a comfortable classroom environment, to be used as an educational resource [ 64 ], students should become aware of the impact of noise on the task at hand; this promotes their capacity to react to the noisy environment and interact with it, intervening autonomously to adapt it to their own needs (e.g., reducing the sound level, asking the teacher to repeat the sentence). In this sense, the appropriate acoustic design of learning spaces (that already prompts a reduction in the sound levels related to the student activity [ 65 ]) should be combined with interventions aimed at increasing teachers’ and students’ awareness [ 38 ]. The combined effect would be particularly beneficial for the most noise-sensitive students.…”

Section: Discussionmentioning

confidence: 99%

Be Quiet! Effects of Competing Speakers and Individual Characteristics on Listening Comprehension for Primary School Students

Visentin

Pellegatti

Garraffa

et al. 2023

IJERPH

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Students learn in noisy classrooms, where the main sources of noise are their own voices. In this sound environment, students are not equally at risk from background noise interference during lessons, due to the moderation effect of the individual characteristics on the listening conditions. This study investigates the effect of the number of competing speakers on listening comprehension and whether this is modulated by selective attention skills, working memory, and noise sensitivity. Seventy-one primary school students aged 10 to 13 years completed a sentence comprehension task in three listening conditions: quiet, two competing speakers, and four competing speakers. Outcome measures were accuracy, listening effort (response times and self-reported), motivation, and confidence in completing the task. Individual characteristics were assessed in quiet. Results showed that the number of competing speakers has no direct effects on the task, whilst the individual characteristics were found to moderate the effect of the listening conditions. Selective attention moderated the effects on accuracy and response times, working memory on motivation, and noise sensitivity on both perceived effort and confidence. Students with low cognitive abilities and high noise sensitivity were found to be particularly at risk in the condition with two competing speakers.

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“…Fifth, it was positive to see that a quiet classroom game helped reduce classroom noise and improve behaviour, so it would be interesting to assess the effect of other interventions to reduce classroom noise. Acoustic treatment is one intervention option that can be helpful for lowing noise levels as demonstrated by De Salvio and D’Orazio 43 in university lecture halls. Going one step further, one of the interesting findings from this review was the benefit of white noise on behaviour for children with ADHD.…”

Section: Discussionmentioning

confidence: 99%

Classroom acoustic conditions and primary school children’s behaviour: A scoping review

Mealings

2022

Building Acoustics

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The aim of this scoping review was to determine what is known from the literature about the effect of different classroom acoustic conditions on different primary school children’s behaviour. A scoping review using the PRISMA-ScR protocol was conducted in March 2022. ERIC, PubMed, Scopus and Web of Science databases were searched using the search term classroom AND (acoustic* OR noise OR reverb*) AND (behav* OR motivat* OR attitude OR persist* OR flexib* OR engage* OR interpersonal). In all, 14 articles were relevant. The populations studied included children who were typically developing, had autism spectrum disorder, attention deficit hyperactivity disorder or were deaf or hard of hearing. Several behaviours including learning, externalising and internalising behaviours were investigated. The results suggested that poor classroom acoustic conditions can negatively impact children’s behaviour. However, due to heterogeneity of the methodologies used in this small number of studies, future research is proposed to better understand the relationship.

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Effectiveness of acoustic treatments and PA redesign by means of student activity and speech levels

Cited by 14 publications

References 40 publications

Effect of loudspeaker position and model on cognitive load, quality, clarity, and sentence recognition performance

Effect of loudspeaker position and model on cognitive load, quality, clarity, and sentence recognition performance

Be Quiet! Effects of Competing Speakers and Individual Characteristics on Listening Comprehension for Primary School Students

Classroom acoustic conditions and primary school children’s behaviour: A scoping review

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