Influence of classroom acoustics on the reading speed: A case study on Italian second-graders

Puglisi, Giuseppina Emma; Prato, Andrea; Sacco, Tiziana; Astolfi, Arianna

doi:10.1121/1.5051050

Cited by 39 publications

(40 citation statements)

References 9 publications

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“…In particular, for C50 and U50, the values measured across the classroom were averaged together to have a spatial mean, excluding the reference point (REF in Figure 1), being hereafter reported to as "M" in the parameters' symbols. Such a value was found to be not so different from the central value, i.e., the value measured at position 2 in Figure 1, which is hereafter reported as "ctr" as subscript for C50 and U50, as underlined in Puglisi et al (2018). Furthermore, L S values, which were measured on the axis in front of S (i.e., acquisitions in points REF, 1, 2, and 3) were associated to obtain its slope per double distance (in decibels per double distance) , which is hereafter referred to as "m" in the parameters symbols.…”

Section: Acoustic Measurementsmentioning

confidence: 76%

“…Unfavorable acoustics in classroom determines challenging environments for children, who are more sensitive than adults or older peers to noise and reverberation when performing tasks that involve listening comprehension and non-auditory features such as short-term memory, reading, and writing (Klatte et al, 2013). As a result, BA brings lower speech intelligibility scores, mostly for first graders (Astolfi et al, 2012b;Prodi et al, 2013;Puglisi et al, 2015b); degradation of the accuracy in identifying and producing newly learned words (Riley and McGregor, 2012); reduced reading speed of second graders (Puglisi et al, 2018); and lower scores in the standardized tests of literacy, mathematics, and science for pupils aged 7-11 years (Shield and Dockrell, 2008).…”

Section: Effect Of Bad Classroom Acoustics On Learning Attainments Ofmentioning

confidence: 99%

“…T20 in unoccupied conditions, T20_e, where the subscript "e" is for empty, was measured with a wooden clapper, i.e., two wooden boards hinged together, according to the ISO 3382-2 (2008), as described in Puglisi et al (2017). The measurement method in the empty condition was different compared to the one in the occupied condition; however, the two procedures can be considered equivalent in the frequency range of interest as described in Puglisi et al (2018). Optimal values of T20_e, which are proportional to the classroom volume, were derived from Italian technical standard UNI 11367 (2010) as an average value between 0.5 and 1 kHz.…”

Section: Acoustic Measurementsmentioning

confidence: 99%

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Influence of Classroom Acoustics on Noise Disturbance and Well-Being for First Graders

et al. 2019

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Several studies have shown so far that poor acoustics inside classrooms negatively affects the teaching and learning processes, especially at the lowest grades of education. However, the extent to which noise exposure or excessive reverberation affect well-being of children at school in their early childhood is still unanswered, as well as their awareness of noise disturbance. This work is a pilot study to investigate to which extent classroom acoustics affects the perceived well-being and noise disturbance in first graders. About 330 pupils aged from 6 to 7 years participated in the study. They belonged to 20 classes of 10 primary schools located in Torino (Italy), where room acoustic measurements were performed and where noise level was monitored during classes. The school buildings and the classrooms were balanced between socioeconomic status and acoustic conditions. Trained experimenters administered questionnaires in each class, where pupils answered all together during the last month of the school year (May). Questions included the happiness scale, subscales assessing self-esteem, emotional health, relationship at home and with friends, enjoyment of school, intensity and noise disturbance due to different sound sources, and quality of voice. The findings of the study suggest that long reverberation times, which are associated with poor classroom acoustics as they generate higher noise levels and degraded speech intelligibility, bring pupils to a reduced perception of having fun and being happy with themselves. Furthermore, bad classroom acoustics is also related to an increased perception of noise intensity and disturbance, particularly in the case of traffic noise and noise from adjacent school environments. Finally, happy pupils reported a higher perception of noise disturbance under bad classroom acoustic conditions, whereas unhappy pupils only reported complaints in bad classroom acoustics with respect to the perception of pleasances with himself or herself and of fitting in at school. Being a mother tongue speaker is a characteristic of children that brings more chances of attending classes in good acoustics, of being less disturbed, and of having more well-being, and richer districts presented better acoustic conditions, in turn resulting in richer districts also revealing a greater perception of well-being.

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Section: Acoustic Measurementsmentioning

confidence: 76%

Section: Effect Of Bad Classroom Acoustics On Learning Attainments Ofmentioning

confidence: 99%

Section: Acoustic Measurementsmentioning

confidence: 99%

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Influence of Classroom Acoustics on Noise Disturbance and Well-Being for First Graders

et al. 2019

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“…Numerous examples can be found in the literature where alternative sound sources were used. Some examples and the sources that were used are: The measurement of impulse responses in open-air theatres (firecracker) [44,45], in churches (pistol shots and balloons) [46], in Buddhist temples (balloons) [47], measuring the acoustics of catacombs (balloons and firecrackers) [48,49], measurements in Stonehenge (balloons) [50], measurements in the Notre-Dame cathedral (balloons) [51], measurements in the Hagia Sofia (balloons) [52], measurements in urban environments (pistol shots) [53], green roofs absorption (pistol shots) [54], measurements in subway stations (firecrackers) [55], the acoustic of caves (balloons) [56,57], room acoustics (handclap) [58], barrier attenuation (shotshell primer) [59] and classroom acoustics [60] (wooden clapper). The reason that prompted the use of these alternative sources will be presented in the following related chapters.…”

Section: Aim Of This Reviewmentioning

confidence: 99%

“…According to a research, the justifications that prompted its use as a sound source was the experimental estimations of impulse responses of old wood churches located at remote places (no road, no electricity) where none of the standard sound sources could be used [118]. The source was also used for the measurement of classroom acoustics [60]. Also, a wooden clapper can be used as an acoustic source for survey acoustic measurements through the use of a smartphone app [102].…”

Section: Wooden Clappermentioning

confidence: 99%

Review of Acoustic Sources Alternatives to a Dodecahedron Speaker

Papadakis

Stavroulakis

2019

Applied Sciences

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An omnidirectional source is required in many acoustic measurements. Commonly a dodecahedron speaker is used but due to various factors (e.g., high cost, transportation difficulties) other acoustic sources are sometimes preferred. In this review, fifteen acoustic source alternatives to a dodecahedron speaker are presented while emphasis is placed on features such as omnidirectionality, repeatability, adequate sound pressure levels, even frequency response, accuracy in measurement of acoustic parameters and fulfillment of ISO 3382-1 source requirements. Some of the alternative acoustic sources have the appropriate features to provide usable results for acoustic measurements, some have acoustic characteristics better than a dodecahedron speaker (e.g., omnidirectionality in the high-frequency range), while some can potentially fulfill the ISO 3382-1 source requirements. Collected data from this review can be used in many areas (e.g., ISO measurements, head-related transfer functions measurements) for the appropriate selection of an acoustic source according to the expected use. Finally, suggestions for uses and future work are given aimed at achieving further advances in this field.

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Development of an Acoustically Adaptive Modular System for Near Real-Time Clarity-Enhancement

Cheng

Cruz

Vega

et al. 2019

Lecture Notes in Computer Science

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This paper details the development of an acoustically adaptive modular system capable of enhancing Speech Clarity (C 50 Clarity Index) in specific locations within a space in near real-time. The mechanical component of the system consists of quadrilateral, truncated pyramidal modules that extend or retract perpendicularly to their base. This enables said modules (1) to change in the steepness of the sides of their frustum, which changes the way incoming sound waves are deflected/reflected/diffused by the surfaces of the pyramid; and(2) to reveal or to hide the absorbent material under each module, which enables a portion of incoming sound waves to be absorbed/dissipated in a controlled manner. The present setup considers a fragmentary implementation of six modules. The behavior of these modules is determined by two steps in the computational component of the system. First, the initial position of the modules is set via a model previously generated by an evolutionary solver, which identifies the optimal extension/retraction extent of each of the six modules to select for individual configurations that collectively ascertain the highest clarity in said specific locations. Second, a simulated receiver at the location in question measures the actual clarity attained and updates the model's database with respect to the configuration's corresponding clarity-value. Since the nature of acoustics is not exact, if the attained measurement is lower than the model's prediction for said location under the best module-configuration, but higher than the second-best configuration for the same location, the modules remain at the initial configuration. However, if the attained values are lower, this step reconfigures the modules to instantiate the second-or third-, fourth-, etc.-best configuration and updates the model's database with respect to the new optimal module-configuration value. These steps repeat each time the user moves to another specific location. The objective of the system is to contribute to the intelligent and intuitive Speech Clarity regulation of an inhabited space. This contributes to its Interior Environmental Quality, which promotes well-being and quality of life.

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Influence of classroom acoustics on the reading speed: A case study on Italian second-graders

Cited by 39 publications

References 9 publications

Influence of Classroom Acoustics on Noise Disturbance and Well-Being for First Graders

Influence of Classroom Acoustics on Noise Disturbance and Well-Being for First Graders

Review of Acoustic Sources Alternatives to a Dodecahedron Speaker

Development of an Acoustically Adaptive Modular System for Near Real-Time Clarity-Enhancement

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