Tesis sobre el tema "Classroom acoustic"
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Elwekil, Engy Moustafa. "Optimizing Classroom Acoustic Performance to Promote Children's Education and Wellbeing". Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/604868.
Texto completoLeidholdt, Hanna. "Urbana skolgårdar med god ljudmiljö : Akustiska aspekter på skolgårdens design och funktion". Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-395777.
Texto completoChildren are expected to be able to play, rest and have lessons in schoolyards. This made me interested in investigating if the sound environment in schoolyards is at suitable levels for these three activities. The purpose of my master’s thesis was to identify what a suitable sound environment in the different areas of a schoolyard is, and to identify measures and design tools that can be used to improve the sound environment. I also investigate in what extent a sound environment can be modified to make it suitable for outdoor education. The thesis focuses on schools with six- to sixteen-year-old pupils and how children this age are affected by the sound environment. Relevant studies on how sound and the sound environment affect children’s health, learning and performance skills were examined to identify criteria for the three functions: (1) play, (2) recreation and (3) educational activities. By studying research about design tools and their acoustic effect on the one hand and studies about environments for children on the other hand I identified acoustic design tools which could be used in schoolyards. At last I analysed the possibility to adjust different areas for the three functions. I analysed the sound environment on two inner city schools as a “soundscape” and modelled sound distribution in an open space similar to inner-city schoolyards in CATT-Acoustic and used the parameters reverberance time (RT), gain (G) and Speech Transmission Index (STI). As result of this master’s thesis an appropriate sound environment in an area for (1) play has a lower speech understanding (STI between 0.46 and 0.66), has a limited reverberation time (RT under 1,2 s) and open with a sound-damping ground surface (2) recreation has a short reverbaration time (RT under 0.5 s), limited equivalent noise level (Leq under 50 dBA) and a lot of absorbent or diffuse surfaces in its surroundings (3) teaching should be integrated in the schoolyard as places where teaching and other activities can take place. There you should find 0.5 s RT, under 50 dBA Leq and absorbent surfaces that provide good conditions for voice communication and learning. At least one place is proposed to be a meeting place that meets the criteria for teaching and amplifies speech by having a reflective surface placed behind the speaker position and shielded by some absorbent wall. It is found that the design of the schoolyard and the location of the activities in relation to the schoolyard walls can improve the sound environment. The sound environment can be improved through especially soft ground materials (grass, sand and gravel), subdivision of the schoolyard into smaller areas, while using sound absorbing noise barriers which can be combined with planting and protect from noise from outside the schoolyard. Noisy activities can be placed further away from reflective areas and an area for recreation can be created through absorbent surfaces and diffuse screens. Teaching can take place in many different places where at least one of the places can be close to one reflective wall that amplifies the speech.
Santos, Roberta de Lourdes Silva dos. "Análise da influência de parâmetros acústicos na inteligibilidade da fala: um estudo em salas de aula de escolas municipais de João Pessoa". Universidade Federal da Paraíba, 2012. http://tede.biblioteca.ufpb.br:8080/handle/tede/5218.
Texto completoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
Researchs in the area of environmental comfort conducted in schools reported that, considering the thermophysical variables, the acoustic variable is more important than the other variables, especially in relation to thermal, luminous and indoor air quality variables, since this is the variable that is directly tied to speech intelligibility, with impacts on the performance of teachers and students. However, the sound pressure level of speech, the reverberation of the room and the background noise are factors that can affect the speech intelligibility in classrooms. Thus, from the guidelines of Brazilian and international standards, we evaluated the acoustic conditions of 119 classrooms of municipal schools in the city of Joao Pessoa, Brazil. Through the construction of a beta regression model, it was verified how much the acoustic parameters of these rooms can affect the speech intelligibility of teachers. It was found that the level from external sources to classrooms, background noise, reverberation time and the speech intelligibility index is not within the reference values established in those standards. The mathematical modeling showed a high consistency, with a value of 0,9956 for the pseudo R2 and the variable "Reverberation Time" (p-value = 2 . 10-16) was the most representative, odds ratio= 0,228126, demonstrating that this variable affects the quality of intelligibility at around 77,18%.
Estudos na área de conforto ambiental realizados em estabelecimentos de ensino registraram que, considerando as variáveis termofísicas, a variável acústica possui uma importância superior às outras variáveis, nomeadamente em relação às variáveis térmica, luminínica e da qualidade do ar interior, uma vez que esta é a variável que está diretamente vinculada à inteligibilidade da fala com repercussões no desempenho de professores e alunos. Contudo, o nível de pressão sonora da fala, a reverberação da sala e o ruído de fundo são fatores que podem interferir na inteligibilidade da fala em salas de aula. Assim, a partir das diretrizes de normas brasileiras e internacionais, foram avaliadas as condições acústicas de 119 salas de aulas das Escolas Municipais, na cidade de João Pessoa, no Brasil. Através da construção de um modelo de regressão beta, verificou-se em que medida os parâmetros acústicos destas salas interferem na inteligibilidade da fala dos professores. Constatou-se que o nível de ruído advindo de fontes externas às salas de aula, ruído de fundo, tempo de reverberação e o Índice de Inteligibilidade da fala não se encontram dentro dos valores de referência estabelecidos nas normas aplicáveis. A modelagem matemática apresentou uma elevada consistência, com um valor de 0,9956 para o pseudo R2 e a variável Tempo de Reverberação (p-value = 2 . 10-16) foi a mais representativa; odds ratio= 0,228126, demonstrando que esta variável afeta a qualidade da inteligibilidade no em torno de 77,18%.
Tafur, Jimenez Luis. "Assessment of a hybrid numerical approach to estimate sound wave propagation in an enclosure and application of auralizations to evaluate acoustical conditions of a classroom to establish the impact of acoustic variables on cognitive processes". Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/398545/.
Texto completoHolm, Sebastian y Petra Lagerberg. "En effektiv lektion : En interventionsstudie kring akustikåtgärder och taluppfattbarhet hos en femteklass". Thesis, KTH, Byggvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-174028.
Texto completoThis is an interventional study of how classroom acoustics affects a class in regards to time effectiveness and speech intelligibility. The study compares results of measurements and tests before and after acoustical treatments in the form of a new acoustic ceiling. The treatments are made in a classroom in S:t Hansskolan elementary school, with the aim to see whether an improvement in room acoustics can lead to socio economic gains through an increase in the effective time for a lesson. The combined measurements and tests show the state of the acoustical environment before and after the treatments. Measurements includes the time it takes to get a lesson going, as well as various acoustical measurements and tests regarding speech intelligibility. Results shows that the room acoustics have improved with reduced reverberation times, an increase in early reflexes compared to late, as well as improved speech transmission index values. The class also scores higher on hearing in noise tests, which implies an increase in speech intelligibility. The teacher’s timekeeping shows that the time it takes to start classes has shortened by at least 15 minutes per week. On a whole the study shows that the acoustic treatments has led to an increase in use of planned time for each lesson, which through increased speech intelligibility also has become more effective. Observed socio economic effects outweigh the cost of the installation to the point that it is recommended not only to new classrooms but also to existing school environments.
Greenland, Emma Elizabeth. "Acoustics of open plan classrooms in primary schools". Thesis, London South Bank University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506704.
Texto completoDurup, N. D. "An investigation into the effects of classroom acoustics on teachers' voices". Thesis, London South Bank University, 2017. http://researchopen.lsbu.ac.uk/2735/.
Texto completoOdelius, Johan. "Communication acoustics in classroom environments : on the use of assistive listening devices /". Luleå : Division of sound and vibration, Department of human work sciences, Luleå university of technology, 2010. http://pure.ltu.se/ws/fbspretrieve/4485381.
Texto completoBELAND, MICHELLE LYNNE. "AN INVESTIGATION OF CLASSROOM ACOUSTICS IN BUILDINGS CONSTRUCTED IN DIFFERENT ERAS OF THE 20TH CENTURY". University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1054296040.
Texto completoOdelius, Johan. "Communication quality : a conceptual approach focusing on classroom assistive listening devices". Licentiate thesis, Luleå : Luleå University of Technology, 2007. http://epubl.ltu.se/1402-1757/2007/16/.
Texto completoOliveira, Nadia Freire. "Avaliação acustica de salas de aula de dimensões reduzidas atraves da tecnica impulsiva". [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/258527.
Texto completoDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo
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Resumo: As atividades desenvolvidas num ambiente definem quais as condições acústicas requeridas para que este apresente um bom desempenho acústico. No caso das salas de aula, para garantir a nitidez dos sons pronunciados, com suficiente intensidade e sem distorções é necessário que o ambiente tenha um bom desempenho acústico, promovendo o aprendizado. Esta preocupação se torna ainda maior quando nos referimos aos espaços destinados ao ensino de uma língua estrangeira. Esta pesquisa se focaliza em avaliar o desempenho acústico de salas de aula de dimensões reduzidas usadas em escolas de idiomas visando a qualidade da inteligibilidade. Primeiramente foi feito um levantamento dos dados arquitetônicos e construtivos das salas de aula selecionados, em seguida foram feitas medidas acústicas através da técnica impulsiva. Os parâmetros medidos foram: nível de pressão sonora por freqüência e equivalente para medir o ruído de fundo; tempo de reverberação, tempo de decaimento inicial, definição, para avaliar o efeito das reflexões sonoras nas salas; índice de transmissão da fala, índice rápido de transmissão da fala e porcentagem de consoantes não compreendidas na fala, que avaliam a qualidade da inteligibilidade. Com a realização das medidas acústicas foi feita uma análise e discussão dos resultados encontrados para verificar se atendem às normas para conforto acústico brasileiras e índices recomendados por pesquisas nacionais e internacionais. Nas salas de aulas avaliadas nesta pesquisa não foi encontrada aquela que atendesse a todas as recomendações aceitáveis paraconforto acústico, o que compromete a qualidade da inteligibilidade nessas salas de aula
Abstract: The ideal acoustic conditions for an environment depend on the activity developed in it. In case of classrooms, to assure the sharpness of pronounced sounds, with sufficient intensity and without distortions it is necessary that the environment have a good acoustic execution, fostering learning. This preoccupation becomes even bigger when it comes to rooms destined to the teaching of a foreign language. This research focuses on evaluating the acoustic performance of reduced dimensions classrooms used in language schools aiming the quality of intelligibility. First of all, a survey of architectonic and constructive data of selected classrooms was done, and then some acoustic measurements were done through the impulsive technique. The parameters measured were: sound spectrum and global level pressure sound to measure the background noise; reverberation time, early decay time, definition; to evaluate the effect of the sound reflection of the classrooms; speech transmission index, rapid speech transmission index and percentage articulation loss of consonants, that evaluate the quality of intelligibility. With the achievement of acoustic measurement an analysis was done and also an argumentation of the found outcome to verify whether they meet the requirements to Brazilian acoustic comfort and indices recommended by national and international research. In all the classrooms evaluated it was not found that classroom that met all the acceptable recommendations for an acoustic comfort, which implicates the quality of intelligibility in those classrooms
Mestrado
Arquitetura e Construção
Mestre em Engenharia Civil
Altman, Lauren Danielle. "Using Acoustical Feedback to Improve Elementary School Student Behavior during Transitions". Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5443.
Texto completoIkeda, Cristina Yukari Kawakita. "Determinação de faixas de operação de parâmetros acústicos para avaliação da qualidade sonora de salas de aula". Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/16/16132/tde-15012019-162548/.
Texto completoGood acoustic conditions, for the transmission and understanding of the spoken message, are important for the effectiveness of the learning process. Therefore, in addition to minimizing the intrusion of outdoor noise, it is essential that the distribution of the sound energy inside the classrooms is adequate. When prescriptive solutions were not adopted, only the traditional reverberation time was used for design. In the literature, there are ranges of values for other descriptors that, for lack of specific studies, are not used for classrooms. This research focuses on this knowledge gap, that is, the establishment of adequate ranges of other descriptors that can be used to optimize the acoustic design of classrooms from the perspective of the students. In order to accomplish this objective, Post-Occupancy Evaluation methods were used, with the application of questionnaires and the measurement of descriptors, using the impulse response measurement technique of several classrooms from different schools, in order to associate the measured values with the degree of satisfaction expressed by its users. Measurements were made in octave bands along a mesh of points. The obtained values were complemented with computational simulations to evaluate other positions inside the rooms. The descriptors TR, EDT, BR, Ts, D50 and RASTI were analyzed. From these parameters, those that can be optimized by the architectural design decisions were selected, being these: TR, EDT, Ts and RASTI
Squires, Erika S. "Education and Advocacy for Individuals with Hearing Loss". University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1470162746.
Texto completoAmorim, Adriana Eloa Bento. "Formas geometricas e qualidade acustica de salas de aula : estudo de caso em Campinas-SP". [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/258526.
Texto completoDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo
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Resumo: Estudos sobre a acústica de salas de aula estão cada vez mais comuns no meio acadêmico e científico, devido à sua influência nas questões do ensino-aprendizagem. Os ambientes escolares exigem qualidade acústica que deve ser prevista já na concepção do projeto. A inadequação acústica de escolas e salas de aula é apontada em diversas pesquisas que utilizam variadas metodologias, geralmente através da aplicação de testes de acertos e erros de vocábulos, e também da análise de parâmetros de avaliação como medidas dos níveis de pressão sonora e do tempo de reverberação. Na rede estadual de ensino público em São Paulo, as salas de aula são projetadas a partir de diretrizes pré-estabelecidas que visam a padronização dos projetos de escolas. Portanto, este trabalho tem como objetivos identificar as formas geométricas mais comuns de salas de aula propostas para a rede pública estadual de ensino em Campinas-SP, apresentar o comportamento dos parâmetros acústicos quanto à inteligibilidade da fala e apontar as formas mais favoráveis à qualidade acústica de salas de aula. Para a definição da amostra realizou-se um levantamento cadastral das escolas e o levantamento arquitetônico das salas. Desse levantamento, identificou-se o número de configurações geométricas mais comuns de salas. Foram analisadas as salas dentro da uma mesma configuração padrão, totalizando dezessete salas de aula. Para a medição acústica foi utilizada a técnica da resposta impulsiva da sala e os parâmetros acústicos foram obtidos através do programa de avaliação acústica de salas, o DIRAC®, da empresa Brüel & Kjaer. Os parâmetros derivados da resposta impulsiva analisados neste trabalho foram: o Tempo de Reverberação (TR), o Tempo de Decaimento Inicial (EDT), a Definição (D50), o Índice de Transmissão da Fala (STI) e a Porcentagem de Perda na Articulação de Consoantes (%ALCons), em função da freqüência na faixa de bandas de 1/1 de oitava. Também foi medido e analisado o Nível de Pressão Sonora ou ruído de fundo ambiental equivalente (LAeq) interno e externo à sala, obtido com o medidor de pressão sonora. A análise complementar da forma para cada sala foi feita pela proporcionalidade das dimensões, segundo a escala do Diagrama de Bolt. As formas geométricas em planta mais comuns de salas são as quadradas (7x7m) e retangulares (6x8m). Dentro de cada configuração as salas apresentaram diferentes desempenhos acústicos. Pelo fato de existir uma grande variedade de fatores e parâmetros que interferem na acústica da sala, foi possível identificar algumas tendências de comportamento acústico por configuração geométrica
Abstract: Studies about classroom acoustics are developed each time more into the scientific and academic society, due to its influence in the teach-learning. The school¿s environments demand acoustical quality that must be foreseen already during the design planning. Some situations of acoustic not adjusted on classrooms are shown in research that using several methods, generally with application of word¿s rightness and error tests as well as of the analysis and evaluation of parameters as the sound pressure levels and reverberation time. In the State of Sao Paulo the classrooms of public education buildings are projected in accordance with same lines of direction that aim at the school design standardization. Therefore, this work has as objective to identify what geometric shapes are more common on classroom¿s design found in public schools at Campinas-SP, to present the acoustic parameters behavior how much to the speech intelligibility of classrooms and to point the shapes that are most favorable to the acoustical quality for classrooms. It was made classroom¿s cadastral survey for sample definition and after was made architectural survey hers. This procedure allows identifying the number of the rooms more common geometric configurations. The classrooms which have the same configuration standard were selected and analyzed, totalizing seventeen classrooms. The acoustical measurements were made using the impulse response technique of the room and the acoustical parameters were obtained of the room acoustics evaluation software, the DIRAC®, by Brüel & Kjaer. The parameters were derived from the impulse response were analyzed in this work: Reverberation Time (RT), Early Decay Time (EDT), Definition (D50), Speech Transmission Index (STI) and Percentage Articulation Loss of Consonants (%ALCons), for each 1/1 octave frequency band. Also it was analyzed the internal and external background noise or ambiental Equivalent Sound Pressure Level (LAeq), which were measured with sound pressure level meter. Complementary analysis of the form for each room was made by the proportionality of the dimensions, according to Bolt¿s Diagram scale. Among the more common geometric shapes in plant of rooms had found were: the square shaped (7x7m) and rectangular (6x8m). Inside each configuration of classroom had presented different acoustical performances. For the fact to exist a great variety of factors and parameters intervening on classroom acoustics, it was possible to identify some acoustical behaviors trends for geometric configuration
Mestrado
Arquitetura e Construção
Mestre em Engenharia Civil
Benson, Alexis. "Akustik och elevers uppfattningav ljudmiljön i klassrum : En undersökning av akustiken på gymnasieskolan NTI". Thesis, KTH, Skolan för industriell teknik och management (ITM), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-229836.
Texto completoClassroom acoustics deal with spatial prerequisites for sound propagation, where good speech audibility is important for the well-being of students and teachers and provide opportunities for good learning environments. Cognitive abilities as memory functions are also influenced by sound environments, where lower background noise levels and shorter reverberation times are advocated by research and acoustical performance criteria for classrooms. Background noise levels, reverberation time T20 and room response C50 can together provide a picture of a good sound environment for classroom learning. In this survey, five classroom sound environments have been evaluated and questionnaires have been used to investigate the subjective experiences of pupils and teachers in these sound environments during current investigated lessons. There has been no clear correlation between acoustic data and subjective experiences of the audio environment from this survey. However, the survey has obtained acoustic measurements from the current classrooms and especially two of the classrooms have been found to be substandard in comparison with the guideline values of reverberation time from standards.
Dyer, Emma. "Where do beginner readers read in the English, mainstream primary school and where could they read?" Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278214.
Texto completoChu-HaoTian y 田淳顥. "Impacts and Improvement of Classroom Noise on School Courtyard Acoustics". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/88039034620271162152.
Texto completo國立成功大學
建築學系
103
Noise problems can have a significant impact on teaching quality in campus environment. On the basis of the noise problem in enclosed patio, the main purpose of this study is analysing the influence of noise in enclosed patio and proposing the improvement plan for appropriate school courtyard acoustics. Through case study method, field measurement was carried out to study the noise problem in enclosed patio. Numerical simulation with ODEON software was then conducted for evaluating the effect of improvement strategies. As the results, changing the location of source-classroom on the receiver-classroom might be positive or negative influence for noise improvement. With sound absorptive materials installation, two improvement plans were proposed for appropriate school courtyard acoustics. One is to centralize the source-classrooms with sound absorptive materials to higher floor; the other way is to disperse the source-classrooms and install sound absorptive materials in all floors.
Yang, Wonyoung. "Optimizing acoustical conditions for speech intelligibility in classrooms". Thesis, 2006. http://hdl.handle.net/2429/18452.
Texto completoMedicine, Faculty of
Population and Public Health (SPPH), School of
Graduate
Smith, Amy Melissa Garner. "A measurement of acoustics, density, academic achievement and teachers' perceptions in portable classrooms and in-building classrooms". 2002. http://purl.galileo.usg.edu/uga%5Fetd/smith%5Famy%5Fm%5F200208%5Fedd.
Texto completoSHEN, SHIH-CHIANG y 沈士强. "Acoustical Performance Evaluation in Inclined Roof Classrooms of Elementary School". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/c8c84c.
Texto completo國立雲林科技大學
創意生活設計系
106
The design of inclined roof is apply on many different kinds of building now which including school building. We cannot deny the inclined roof has article value, and it can not only increase the flexible application of space but also decrease the possibility of leaking on the roof. However, when the inclined roof is used on the type of classroom, the bigger space makes the reverberation time longer. It causes the voice unclear that makes the students decrease on the ability of listening to the class, and then impact on their learning. Therefore, this research wants to figure out the acoustical performance on inclined roof now. We take the classrooms of inclined roof in Yunlin county’s elementary schools as research subjects, and that of not inclined roof as a control group to measure and discuss the acoustical performance in the space. We hope to reach the goals below: 1. Understand the situation of indoor acoustical performance in the classroom of inclined roof. 2. Understand the indoor acoustical quantity differences between the classrooms of inclined roof and not inclined roof. 3. Provide the design references and suggestions about future classrooms. The research data shows that inclined roof classrooms are not good on the assessment indexes of acoustical performance because of the big space.Only background noise has good performance and below the recommended value of this study. The data information of acoustical performance comparison between inclined roof and flat roof shows that when the inclined roof classroom’s average space volume is bigger then the flat roof classroom, the inclined roof classroom performs worse then the flat roof classroom on these five assessment indexes of acoustical performance, Background Noise, Reverberation Time, C50, STI and RASTI.
Chou, Chih-Pin y 周志斌. "The investigation of the soundproof classroom acoustics and the speech perception for elementary school students". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/37536597006112099585.
Texto completo國立高雄師範大學
聽力學與語言治療研究所
95
The purposes of this study are to understand the soundproof classroom acoustics, the effectiveness of the use of these classrooms, and the speech stimuli upon speech perceptions of elementary school students; moreover, to realize students’ satisfaction at using these classrooms. Three soundproof classrooms were measured with Signal-to-Noise Ratio, windows anti-noise performance, and reverberation time with teachers and students in Tainan Municipal Jinsyue Elementary School. Eighty-two elementary students as subjects were seated in thirty different spots, and divided into two groups as in the front area and in the back area in order to listen to a speech stimulus with one of the two different conditions in the classroom. One of the two different conditions was opening windows with fans, and another one was closing windows with air conditioners. And, the different speech stimuli for understanding the speech perception include mandarin consonants, high-predictability sentences and low-predictability sentences. After the test, each student would evaluate the satisfaction of the soundproof classroom by filling out a questionnaire. The results of this study are listed as follows: 1. In the condition of opening windows with fans, the average values are 54.9dB(A) for background noise, +8.2dB for Signal-to-Noise Ratio, 5.0dB for windows anti-noise performance, and 0.70 seconds for reverberation time. In another condition of closing windows with air conditioners, the averages values were 51.2dB(A) for background noise, +11.7dB for Signal-to-Noise Ratio, 8.9dB for windows anti-noise performance, and 0.78 seconds for reverberation time. But all soundproof classrooms did not exceed the ANSI recommendation of Signal-to-Noise Ratio of ≧+15dB and reverberation time of ≦0.6 seconds. 2. The proportion of answering correctly was not significantly related to Signal-to-Noise Ratio in the speech discrimination test. 3. The students in the condition of closing windows with air conditioners had significantly higher speech discrimination scores than the students in the condition of opening windows with fans. The high-predictability sentence discrimination scores were significantly higher than the Mandarin consonant and the low-predictability sentence scores. This result indicated that context cues can improve speech discrimination. 4. In the condition of closing windows with air conditioners, the students seating in the front area had significantly higher speech discrimination scores than the students seating in the back area. But in the condition of closing windows with air conditioners, the students seating in the front area only had significantly higher scores than the students seating in the back area in the low-predictability sentences. 5. 80% of the students were satisfied with the soundproof classroom in the condition of closing windows with air conditioners.