Статті в журналах з теми "Classroom acoustic"
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1
Spratford, Meredith, Elizabeth A. Walker, and Ryan W. McCreery. "Use of an Application to Verify Classroom Acoustic Recommendations for Children Who Are Hard of Hearing in a General Education Setting." American Journal of Audiology 28, no. 4 (December 16, 2019): 927–34. http://dx.doi.org/10.1044/2019_aja-19-0041.
Повний текст джерелаАнотація:
Purpose Classrooms including children who are hard of hearing (CHH) may be modified to manage noise and reverberation and improve speech perception. Little is known about the acoustic characteristics of contemporary general education classrooms that include CHH compared to classrooms of typical peers. We proposed the following research questions about the acoustic environment of general education classrooms including CHH: (a) How reliable are acoustic measurements collected using an iOS device, application, and external microphone? (b) What proportion of classrooms meet the American National Standards Institute's standards for unoccupied noise levels and reverberation? Method A smartphone application was used to measure sound levels, reverberation, and clarity for 164 general education classrooms including CHH. Linear mixed models were used to examine the following: (a) reliability of acoustic measures made using an application and external microphone and (b) predictors of sound levels, reverberation, and clarity for elementary classrooms including CHH. Results Results indicate the application reliably measures classroom acoustics. Classrooms exceeded the American National Standards Institute's recommended noise levels, but met reverberation time guidelines. Grade; heating, ventilation, and air conditioning status; and room volume predicted classroom acoustics. Conclusions As a screening tool, the application was shown to be effective in reliably measuring reverberation and classroom noise levels. The high levels of noise in unoccupied classrooms indicate a need for increased use of noise abatement strategies and the use of remote-microphone systems, especially in classrooms where noise levels cannot feasibly be reduced. Using an application may be a cost-effective method for monitoring important acoustic features that impact children's ability to understand speech in the classroom.
2
Horst Andrade, Fernanda, Rodrigo Scoczynski Ribeiro, and Manuel Teixeira Braz César. "Analysis of the acoustical environment of classrooms in three brazilian public schools through measurements and 3d simulation." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 263, no. 6 (August 1, 2021): 91–99. http://dx.doi.org/10.3397/in-2021-1132.
Повний текст джерелаАнотація:
The present study analyses the outdoor and indoor sound pressure levels (SPL) and the reverberation time (RT) measured in three Brazilian public classrooms. For the SPL, a sound level analyzer (class II) was used, and for the RT it was used a smartphone for the measurements. The sound sources were the impulses of bursting balloons and the data was processed in a MatLab toolbox (ITA-Toolbox). The classrooms were also simulated in an open source modeling software (I-SIMPA), using ray-tracing principles. Based on the results of the simulations, supported by the low-cost measurements, it was observed that the classroom didn't reach the national standards for classroom acoustics. Some improvements were designed with sustainable materials in order to reach the lower limits of the standards using the same room acoustics software. It was observed that the low-cost measurements helped on the diagnosis of classroom's acoustic issues which was also verified in the 3D simulation. This procedure showed itself as a cheap solution for classroom acoustic designs.
3
Mogas Recalde, Jordi, Ramon Palau, and Marian Márquez. "How classroom acoustics influence students and teachers: A systematic literature review." Journal of Technology and Science Education 11, no. 2 (April 27, 2021): 245. http://dx.doi.org/10.3926/jotse.1098.
Повний текст джерелаАнотація:
Acoustics in schools have been studied during years, but nowadays there are more possibilities than ever before to introduce improvements. This study presents a systematic literature review determining what acoustic parameters are present in classrooms and how they affect both teachers and students. Following the analysis, we put forward a two-block classification: the physical parameters of the sound or noise in the classroom and the consequences of the acoustics on the people in the classroom. Advances in the design of learning spaces and the use of technologies ranging from devices and green material to advanced automation systems make it possible to direct acoustic solutions toward smarter learning spaces. This review also highlights the acoustic parameters to consider in smart classrooms (noise, reverberation, speech transmission and speech clarity) and the main effects of acoustics on teachers and students. Some conclusions and recommendations are drawn, but more research is needed in terms of school improvement considering acoustics influence and smart classrooms possibilities.
4
Berg, Frederick S., James C. Blair, and Peggy V. Benson. "Classroom Acoustics." Language, Speech, and Hearing Services in Schools 27, no. 1 (January 1996): 16–20. http://dx.doi.org/10.1044/0161-1461.2701.16.
Повний текст джерелаАнотація:
Classroom acoustics are generally overlooked in American education. Noise, echoes, reverberation, and room modes typically interfere with the ability of listeners to understand speech. The effect of all of these acoustical parameters on teaching and learning in school needs to be researched more fully. Research has shown that these acoustical problems are commonplace in new as well as older schools, and when carried to an extreme, can greatly affect a child's ability to understand what is said (Barton, 1989; Blair, 1990; Crandell, 1991; Finitzo, 1988). The precise reason for overlooking these principles needs to be studied more fully. Recently, however, acoustic principles have been clarified, and technologies for measuring room acoustics and providing sound systems have become available to solve many of the acoustical problem in classrooms (Berg, 1993; Brook, 1991; D'Antonio, 1989; Davis & Davis, 1991; Davis & Jones, 1989; Eargle, 1989; Egan, 1988; Everest, 1987, 1989; Foreman, 1991; Hedeen, 1980). This article describes parameters of the problem, its impact on students and teachers, and four possible solutions to the problem. These solutions are noise control, signal control without amplification, individual amplification systems, and sound field amplification systems.
5
Astolfi, Arianna, Greta Minelli, and Giuseppina Emma Puglisi. "A basic protocol for the acoustic characterization of small and medium-sized classrooms." Journal of the Acoustical Society of America 152, no. 3 (September 2022): 1646–59. http://dx.doi.org/10.1121/10.0013504.
Повний текст джерелаАнотація:
To promote a fast and effective characterization of the sound environment in small and medium-sized classrooms, a basic measurement protocol, based on a minimum number of parameters and positions, is provided. Measurements were taken in 29 occupied classrooms belonging to 13 primary schools in Turin, Italy, that differ in location and typology. The background noise level was acquired during silent and group activities, and the reverberation time, speech clarity, useful-to-detrimental ratio and speech level, were acquired along the main axis of each classroom and in one or two offset positions. To reduce the number of measured parameters that can be used to fully characterize classroom acoustics, data were divided into two groups on the basis of a cutoff value of maximum occupied reverberation time in the case of moderate and severe requirements. Given the strong correlation among the quantities, thresholds were identified for the other acoustical parameters, and their accuracy and precision were tested to assess their ability to classify the acoustic quality as compliant or non-compliant. Results suggest that more convenient parameters, like clarity in the central position of the classroom, can be used instead of reverberation time to classify classroom acoustics.
6
Mealings, Kiri. "The effect of classroom acoustic conditions on literacy outcomes for children in primary school: A review." Building Acoustics 29, no. 1 (November 24, 2021): 135–56. http://dx.doi.org/10.1177/1351010x211057331.
Повний текст джерелаАнотація:
Literacy skills are essential for success in today’s society. However, classrooms often have suboptimal acoustic conditions for learning. The goal of this review was to synthesize research assessing the effect of different classroom acoustic conditions on children’s literacy. A comprehensive search of four online databases was conducted in August 2021. The search term was classroom AND (noise OR reverberation OR acoustics) AND (reading OR spelling OR writing OR literacy). Eighteen papers were deemed relevant for the review plus an additional seven from their references. The types of acoustic conditions that have been assessed, the types of measures used to assess literacy, and the effect of the acoustic conditions on children’s reading, writing, and spelling outcomes are discussed. Suggestions for the classroom acoustic conditions needed to ensure appropriate literacy development and areas for future research are also considered.
7
Iglehart, Frank. "Speech perception and deaf and hard of hearing children in the classroom: A multidisciplinary effort in the United States to bring data and standards to architects, school districts, and into building codes." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 265, no. 6 (February 1, 2023): 1932–35. http://dx.doi.org/10.3397/in_2022_0272.
Повний текст джерелаАнотація:
This presentation will discuss efforts by a multidisciplinary team to overcome the notable lack of progress in the United States in acoustic accommodations for deaf and hard of hearing children in the classroom. Data collected through research efforts by members of this team, and by others, demonstrate the benefits of appropriate acoustics for all children and especially those deaf and hard of hearing. These efforts have resulted in a voluntary standard in classroom acoustics specifically for deaf and hard of hearing children by the American National Standards Institute. This standard, however, is not reaching built classrooms. This team representing the fields of acoustics, architecture and audiology is using speech perception data and new computer simulations to increase awareness of the need for classroom acoustic standards in building codes to accommodate deaf and hard of hearing children.
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Li, Shangzhi, Li Zeng, Shuting Qiu, Hongfa Sun, and Zhifeng Xiang. "Research and optimization of acoustic environment in ordinary classrooms of middle school." E3S Web of Conferences 356 (2022): 02055. http://dx.doi.org/10.1051/e3sconf/202235602055.
Повний текст джерелаАнотація:
A good classroom acoustic environment will contribute to teachers’ health and students’ learning. Comfortable acoustic environment requires suitable reverberation time, sufficient loudness, uniform sound field distribution, high language clarity, and no acoustic defects such as echo and acoustic focusing. In this study, the optimization strategy of acoustic environment is proposed through the investigation, field testing and numerical simulation analysis of a middle school classroom in Wenzhou under different ventilation conditions. The results show: the key factors affecting the classroom acoustic environment are outdoor activity noise, corridor noise, and classroom teacher-student activity noise. Through optimization, the quality of classroom acoustic environment is improved significantly. Classroom reverberation time (intermediate frequency) decreased from 1.5s to 0.7s; ALC decreased from 9.65% to 4.75%; STI increased from 0.534 to 0.664. The research results provided reference for acoustic design of secondary school classrooms in the future.
9
Crandell, Carl, Joseph Smaldino, and Brian Kreisman. "Classroom Acoustic Measurements." Seminars in Hearing 25, no. 02 (May 27, 2004): 189–200. http://dx.doi.org/10.1055/s-2004-828669.
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Olechowska, Marcelina, Artur Nowoświat, Michał Marchacz, and Karolina Kupczyńska. "Indicative Assessment of Classroom Acoustics in Schools Built in Reinforced Concrete Technology on The Example of a School Building in Zabrze." IOP Conference Series: Materials Science and Engineering 1203, no. 2 (November 1, 2021): 022007. http://dx.doi.org/10.1088/1757-899x/1203/2/022007.
Повний текст джерелаАнотація:
Abstract In view of room acoustics in schools, not only noise level is extremely important, but also the reverberation conditions in a given room. Such conditions affect the intelligibility of speech, which determines the acquisition level of knowledge conveyed by the teacher. The article presents problems of school classroom acoustics for a building made in reinforced concrete technology on the example of a school building in Zabrze. For the research, we selected one of schools established in 1970s as a memorial of the Millennium Jubilee of the Republic of Poland. The obtained results of the reverberation time indicate poor acoustic conditions, which, regrettably, is quite common in Polish schools. For low frequencies, the reverberation time of a classroom for teaching mathematics was over 2 seconds, and for medium frequencies it was almost 2 seconds. The article presents the acoustics of the studied classrooms without proposals of acoustic adaptation.
11
Davidson, Lisa, and Colin Wilson. "Processing nonnative consonant clusters in the classroom: Perception and production of phonetic detail." Second Language Research 32, no. 4 (July 8, 2016): 471–502. http://dx.doi.org/10.1177/0267658316637899.
Повний текст джерелаАнотація:
Recent research has shown that speakers are sensitive to non-contrastive phonetic detail present in nonnative speech (e.g. Escudero et al. 2012; Wilson et al. 2014). Difficulties in interpreting and implementing unfamiliar phonetic variation can lead nonnative speakers to modify second language forms by vowel epenthesis and other changes. These difficulties may be exacerbated in the classroom, as previous studies have found that classroom acoustics have a detrimental effect on listeners’ ability to identify nonnative sounds and words (e.g. Takata and Nábělek, 1990). Here we compare the effects of two acoustic environments – a sound booth and a classroom – on English speakers’ ability to process and produce unfamiliar consonant sequences in an immediate shadowing task. A number of acoustic–phonetic properties were manipulated to create variants of word-initial obstruent–obstruent and obstruent–nasal clusters. The acoustic manipulations significantly affected English speakers’ correct productions and detailed error patterns in both the sound booth and the classroom, suggesting that the relevant acoustic detail is not substantially degraded by classroom acoustics. However, differences in the response patterns in the two environments indicate that the classroom setting does affect how speakers interpret nonnative phonetic detail for the purpose of determining their production targets.
12
Bruck, Daniel, and Alexis Kurtz. "A green pathway to classroom acoustics: A comparison of classroom acoustic standards." Journal of the Acoustical Society of America 124, no. 4 (October 2008): 2587. http://dx.doi.org/10.1121/1.4783204.
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Iglehart, Frank, Cheryl DeConde Johnson, and Stephen Wilson. "Classroom acoustics and the inclusion of hard of hearing children, helping the data be heard." Journal of the Acoustical Society of America 151, no. 4 (April 2022): A169. http://dx.doi.org/10.1121/10.0011003.
Повний текст джерелаАнотація:
Data on speech perception in children have led to acoustic accommodations in built schools for children with typical hearing but, despite compelling data, not for children who are hard of hearing. The ways to meet the acoustic needs of hard of hearing children are well researched and established in standards. After many years, however, the message is still not disseminating to architects, school districts, and building officials, and thus rarely makes its way into classroom construction. To help bring classroom accessibility to hard of hearing children, a team from the fields of acoustical engineering, architecture, and audiology is using speech perception data and computer simulations to promote inclusion in school design. This multi-year, multi-disciplinary effort began with earlier federal and foundation fundings for research on speech perception in hard of hearing children, which led to development of a new voluntary acoustic standard for schools by the American National Standards Institute. The goal of this work now is to get this standard into the hands of architects and school districts, and ultimately into building codes to have classroom acoustics designed for all students including those hard of hearing.
14
Siebein, Gary. "Understanding Classroom Acoustic Solutions." Seminars in Hearing 25, no. 02 (May 27, 2004): 141–54. http://dx.doi.org/10.1055/s-2004-828665.
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Astolfi, Arianna, Greta Minelli, and Giuseppina Emma Puglisi. "A basic protocol to characterize classroom acoustics of primary-schools." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 265, no. 2 (February 1, 2023): 5854–61. http://dx.doi.org/10.3397/in_2022_0869.
Повний текст джерелаАнотація:
With the aim to promote a fast and effective characterization of the sound environment in educational facilities and an adequate classroom acoustics design, this work provides a basic measurement protocol which consists of a minimum number of parameters and positions to be considered. The present study involved 29 primary-school classrooms where background noise level during silent and group activities, reverberation time, speech clarity, useful-to-detrimental ratio and speech levels have been acquired in occupied condition along the main axis and in one or two offset positions. Two cut-off values of maximum reverberation time to ensure optimal acoustic conditions in the case of moderate and severe requirements, respectively, were assumed equal to 0.8 s and 0.6 s, according to literature and subjective data. For each cut-off value, classrooms were divided in two consistent groups either if they were compliant or non-compliant with such requirements, respectively. Given the strong correlation among the measured quantities, cut-off values were also identified for the other acoustical parameters. The main result of the work suggests that more convenient parameters, such as clarity in the central location of the classroom, can be used beyond reverberation time, which implies a more laborious measurement procedure.
16
Shield, Bridget. "A sound environment for schools: 60 years of research into the impact." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 265, no. 1 (February 1, 2023): 6693–715. http://dx.doi.org/10.3397/in_2022_1009.
Повний текст джерелаАнотація:
Problems caused by noise and poor acoustics in schools and other educational establishments have been recognised for over 100 years. Many countries now have guidelines or regulations governing the acoustic design of school buildings, reflecting the need for acoustic environments which are suitable for teaching and learning. The development of such guidelines follows many years of research into the detrimental impact of excessive noise and reverberation on pupils and teachers. Since the 1960s research around the world has shown that noise in schools affects children's academic performance and achievements, causes annoyance and disturbance to pupils and teachers and, together with reverberation, reduces speech intelligibility in the classroom. This paper reviews much of this research, focusing on the acoustic design of enclosed classrooms and its impact on pupils of all ages.
17
Mikulski, Witold, and Jan Radosz. "Acoustics of Classrooms in Primary Schools - Results of the Reverberation Time and the Speech Transmission Index Assessments in Selected Buildings." Archives of Acoustics 36, no. 4 (December 1, 2011): 777–93. http://dx.doi.org/10.2478/v10168-011-0052-6.
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Abstract The article presents results of our own research regarding acoustic properties of 110 classrooms in five typical primary schools in Warsaw. The target of the research was to assess the classrooms using established criteria. These criteria include the reverberation time and the speech transmission index. The research has shown a large diversity of acoustic properties of classrooms within each of the schools and between the schools, resulting from the classroom equipment and the school building construction. In addition, the assessment has indicated that classrooms in schools researched do not meet the established acoustic criteria (reverberation time and speech transmission index). Because the classroom equipment is different for younger forms (integrated teaching) and for older forms (subject teaching), the results have been analyzed separately for rooms for younger forms (0-III) and for rooms for older forms (IV-VI). Synthetic results prove the advisability of such division. Correlation analysis has been conducted for the speech transmission index STI and reverberation time Tmf, as well as for the speech transmission index STI and the suggested reverberation time Twf defined in a similar manner as Tmf, but in a wider frequency range. The correlation between the speech transmission index STI and Twf is higher than that between the STI index and Tmf. The reverberation time Twf can therefore be used for a more precise assessment of acoustic properties of interiors with regard to verbal communication than Tmf. In addition, the paper presents estimated analysis results of the influence of selected classroom equipment (carpets) on its acoustic properties.
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Park, Chan-Jae, and Chan-Hoon Haan. "Initial Study on the Reverberation Time Standard for the Korean Middle and High School Classrooms Using Speech Intelligibility Tests." Buildings 11, no. 8 (August 15, 2021): 354. http://dx.doi.org/10.3390/buildings11080354.
Повний текст джерелаАнотація:
The most important function of the classroom is to transmit educational information from teachers to students more accurately and clearly. The acoustical environment of the classroom thus has an important effect on the improvement of students’ learning ability. To provide an appropriate acoustical environment for learning to students, it is necessary to create an acoustical performance standard for classrooms and a guideline for designing classrooms. However, in Korea, there is not an acoustical standard for classrooms; thus, it is difficult to control and manage appropriate acoustical performance when designing and building classrooms. The present study aims to suggest acoustic performance standards for classrooms that are suitable for the Korean language. In order to perform this study, standard classrooms were created by standardizing architectural dimensions of 17 middle and high school classrooms in Cheong-ju. Speech intelligibility tests were conducted using three different languages including Korean, English, and Chinese. Twenty native speakers for each language were used as subjects for the speech intelligibility tests. Finally, auralized sound sources were created with five different conditions of reverberation time (0.47~1.22 s) by changing indoor sound absorption of a real classroom. Listening tests were undertaken by 52 Korean adults with normal hearing, using the auralized sound source. The results proved that the most appropriate reverberation time for learning was above 0.76 s. Based on the research findings, the ideal acoustical performance standard for classrooms in Korea is as follows: background noise is below 35 dBA, and reverberation time is below 0.80 s. It is also necessary that indoor sound absorption should be above 20% without sound absorption on side walls in order to satisfy with the acoustical performance standard.
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Carman, Jessie C. "Classroom demonstrations of acoustic beamforming." Journal of the Acoustical Society of America 131, no. 3 (March 2012): 2401–4. http://dx.doi.org/10.1121/1.3677242.
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Shield, Bridget M., and Julie E. Dockrell. "The Effects of Noise on Children at School: A Review." Building Acoustics 10, no. 2 (June 2003): 97–116. http://dx.doi.org/10.1260/135101003768965960.
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This paper reviews research on issues relating to the effects of noise on children at school. Areas covered include factors affecting speech intelligibility in the classroom; the effects of environmental and classroom noise on children's academic performance; children's annoyance due to noise; and surveys of classroom noise levels. Consistencies and discrepancies between the results of various studies are highlighted. The paper concludes by outlining some current acoustic standards for classrooms.
21
Radosz, Jan. "Research Papers: Global Index of the Acoustic Quality of Classrooms." Archives of Acoustics 38, no. 2 (June 1, 2013): 159–68. http://dx.doi.org/10.2478/aoa-2013-0018.
Повний текст джерелаАнотація:
Abstract Acoustic quality of a classroom is a term proposed to describe acoustic properties that contribute to a subjective impression received by a human, such as speech intelligibility, external noise, or vocal effort. It is especially important in classrooms, where suitable conditions should be provided to convey verbal content to students, taking into account their age. The article presents a method for assessing the acoustic quality of classrooms based on a single number global index and taking into account a number of factors affecting the outcome of the assessment. Partial indices are presented and their weights are proposed based on an analysis of factors determining whether a room meets applicable acoustic requirements. Results of the assessment of the acoustic quality carried out with the use of the developed method in selected classrooms are also presented.
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Minelli, G., G. E. Puglisi, A. Astolfi, C. Hauth, and A. Warzybok. "Binaural Speech Intelligibility in a Real Elementary Classroom." Journal of Physics: Conference Series 2069, no. 1 (November 1, 2021): 012165. http://dx.doi.org/10.1088/1742-6596/2069/1/012165.
Повний текст джерелаАнотація:
Abstract Since the fundamental phases of the learning process take place in elementary classrooms, it is necessary to guarantee a proper acoustic environment for the listening activity to children immersed in them. In this framework, speech intelligibility is especially important. In order to better understand and objectively quantify the effect of background noise and reverberation on speech intelligibility various models have been developed. Here, a binaural speech intelligibility model (BSIM) is investigated for speech intelligibility predictions in a real classroom considering the effect of talker-to-listener distance and binaural unmasking due to the spatial separation of noise and speech source. BSIM predictions are compared to the well-established room acoustic measures as reverberation time (T30), clarity or definition. Objective acoustical measurements were carried out in one Italian primary school classroom before (T30= 1.43s±0.03 s) and after (T30= 0.45±0.02 s) the acoustical treatment. Speech reception thresholds (SRTs) corresponding to signal-to-noise ratio yielding 80% of speech intelligibility will be obtained through the BSIM simulations using the measured binaural room impulse responses (BRIRs). A focus on the effect of different speech and noise source spatial positions on the SRT values will aim to show the importance of a model able to deal with the binaural aspects of the auditory system. In particular, it will be observed how the position of the noise source influences speech intelligibility when the target speech source lies always in the same position.
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Roy, Kenneth P., and Micaelina Campos. "Classroom acoustic evaluation and field study." Journal of the Acoustical Society of America 114, no. 4 (October 2003): 2304. http://dx.doi.org/10.1121/1.4780892.
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Arai, Takayuki. "Acoustic-phonetics demonstrations for classroom teaching." Journal of the Acoustical Society of America 148, no. 4 (October 2020): 2609. http://dx.doi.org/10.1121/1.5147248.
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James, Adrian. "An investigation of classroom sound levels as a function of class size." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 265, no. 2 (February 1, 2023): 5467–75. http://dx.doi.org/10.3397/in_2022_0804.
Повний текст джерелаАнотація:
It is generally acknowledged that students with special hearing and communication needs should be taught in classrooms with relatively short reverberation times. There has been a great deal of research into the effect of room acoustics on the signal-to-noise ratio experienced by pupils. There is, however, much less research into the effect of class size on ambient noise levels during lessons, and hence on the signal-to-noise ratio and on absolute sound levels in classrooms. These absolute levels are important because many students with special needs are sensitive to high noise levels, either for psycho-acoustic reasons or because of the limited dynamic range of cochlear implants and other assistive devices. In his work as an expert witness on acoustics for Special Education Needs and Disabilities Tribunals, the author has measured in-lesson sound levels for different types of teaching and learning activity in many schools throughout England. He has analysed these to investigate the correlation, when corrected for acoustic factors, between class size and sound levels generated by teachers and pupils, and to consider whether there is a typical class size at which an effect analogous to the Lombard Effect occurs. From this the author draws conclusions as to the acoustic justification for teaching pupils with special hearing and communication needs in smaller classes.
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Gheller, Flavia, Elisa Lovo, Athena Arsie, and Roberto Bovo. "Classroom acoustics: Listening problems in children." Building Acoustics 27, no. 1 (November 14, 2019): 47–59. http://dx.doi.org/10.1177/1351010x19886035.
Повний текст джерелаАнотація:
The acoustic quality of classrooms is crucial for children’s listening skills and consequently for their learning. Listening abilities in kids are still developing, and an environment with inadequate acoustic characteristics may create additional problems in speech perception and phonetic recognition. Background noise or reverberation may cause auditory processing problems and greater cognitive effort. There are also other elements which can make difficulty in listening and understanding in noisy environments an even more serious problem, such as learning disabilities, mild to severe hearing loss or bilingualism. Therefore, it is important to improve the acoustic quality of the classrooms, taking into account the specific needs of children in terms of signal-to-noise ratio and reverberation time, in order to ensure a proper quality of listening. The aim of this work is to analyse, through the review of previous studies, the impact that the acoustic of classrooms has on children’s listening skills and learning activities.
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Arvidsson, Emma, Erling Nilsson, Delphine Bard Hagberg, and Ola J. I. Karlsson. "The Effect on Room Acoustical Parameters Using a Combination of Absorbers and Diffusers—An Experimental Study in a Classroom." Acoustics 2, no. 3 (July 4, 2020): 505–23. http://dx.doi.org/10.3390/acoustics2030027.
Повний текст джерелаАнотація:
Several room acoustic parameters have to be considered in ordinary public rooms, such as offices and classrooms, in order to present the actual conditions, thus increasing demands on the acoustic treatment. The most common acoustical treatment in ordinary rooms is a suspended absorbent ceiling. Due to the non-uniform distribution of the absorbent material, the classical diffuse field assumption is not fulfilled in such cases. Further, the sound scattering effect of non-absorbing objects such as furniture are considerable in these types of rooms. Even the directional characteristic of the sound scattering objects are of importance. The sound decay curve in rooms with absorbent ceilings often demonstrate a double slope. Thus, it is not possible to use reverberation time as room parameter as a representative standalone acoustic measure. An evaluation that captures the true room acoustical conditions therefore needs supplementary parameters. The aim of this experimental study is to show how various acoustical treatments affect reverberation time T20, speech clarity C50 and sound strength G. The experiment was performed in a mock-up of a classroom. The results demonstrated how absorbers, diffusers and scattering objects influence room acoustical parameters. It is shown that to some extent the parameters can be adjusted individually by using different treatments or combination of treatments. This allows for the fine-tuning of the acoustical conditions, in order to fulfill the requirements for achieving a high-quality sound environment.
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Choi, Minsik, and Max Kapur. "Human-centered design in acoustics education for undergraduate music majors." Journal of the Acoustical Society of America 151, no. 4 (April 2022): 2282–89. http://dx.doi.org/10.1121/10.0010043.
Повний текст джерелаАнотація:
An acoustics course for undergraduate music majors should take advantage of the natural affinity between acoustic science and musical practice. In this study, current students and recent graduates of one university's music school were surveyed with the goal of assessing their unique needs in an acoustics curriculum. The results of the survey are reported, and several curriculum recommendations are provided based on the principles of human-centered design. In particular, the acoustics course can harness musicians' intuitive understanding of sound by incorporating musical instruments into classroom demonstrations. Also, acoustics instructors should strive to introduce students to acoustical software, which is also used in the music industry. Finally, the survey findings suggest that the contemporary shift toward active learning and technology-based instruction in acoustics pedagogy is beneficial to music students.
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Laurìa, Antonio, Simone Secchi, and Luigi Vessella. "Acoustic Comfort as a Salutogenic Resource in Learning Environments—A Proposal for the Design of a System to Improve the Acoustic Quality of Classrooms." Sustainability 12, no. 22 (November 22, 2020): 9733. http://dx.doi.org/10.3390/su12229733.
Повний текст джерелаАнотація:
This article addresses the topic of environmental comfort from a salutogenic and pedagogical point of view. It begins by presenting a wide framework aimed at describing the complexity and specificity of the acoustic issue and the need to integrate decibel-based metrics with knowledge and reflections which are inherent to non-measurable factors. The article then focuses its attention on educational spaces and presents the results of an investigation carried out in 52 classrooms of 19 primary schools in Florence. From this research and keeping in mind the current Italian legislation, the following results are deduced: (1) the layout of a typical classroom, (2) the average reverberation time and (3) the sound-absorbing surface required to improve the acoustic quality of the typical classroom with polystyrene fibre panels. Subsequently, after having briefly described the more appropriate typology of sound-absorbing solutions, a system for the acoustic correction of classrooms is presented. This system is composed of two parts. The first part is fixed and its realisation is entrusted to specialised personnel; the second, based on the concept of personalisation and transformation of the educational space, is modifiable through time and designed and applied by the students themselves.
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Fasllija, Ela, and Semiha Yilmazer. "Investigating the Potential of Transparent Parallel-Arranged Micro-Perforated Panels (MPPs) as Sound Absorbers in Classrooms." International Journal of Environmental Research and Public Health 20, no. 2 (January 13, 2023): 1445. http://dx.doi.org/10.3390/ijerph20021445.
Повний текст джерелаАнотація:
Acoustic deficiencies due to lack of absorption in indoor spaces may sometime render significant buildings unfit for their purpose, especially the ones used as speech auditoria. This study investigates the potential of designing wideband acoustic absorbers composed of parallel-arranged micro-perforated panels (MPPs), known as efficient absorbers that do not need any other fibrous/porous material to have a high absorptive performance. It aims to integrate architectural trends such as transparency and the use of raw materials with acoustical constraints to ensure optimal indoor acoustic conditions. It proposes a structure composed of four parallel-arranged MPPs, which have been theoretically modelled using the electrical Equivalent Circuit Model (ECM) and implemented on an acrylic prototype using recent techniques such as CNC machining tools. The resulting samples are experimentally analysed for their absorption efficiency through the ISO-10534-2 method in an impedance tube. The results show that the prediction model and the experimental data are in good agreement. Afterward, the investigation focuses on applying the most absorptive MPP structure in a classroom without acoustic treatment through numerical simulations in ODEON 16 Acoustics Software. When the proposed material is installed as a wall panel, the results show an improvement toward optimum values in Reverberation Time (RT30) and Speech Transmission Index (STI).
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Elmehdi, Hussein, and Ania Tato. "Assessing Acoustic Conditions in Hybrid Classrooms with COVID-19 Social Distancing at the University of Sharjah." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 265, no. 3 (February 1, 2023): 4898–903. http://dx.doi.org/10.3397/in_2022_0709.
Повний текст джерелаАнотація:
In response to COVID-19 global pandemic, the University of Sharjah (UAE) implemented a flexible hybrid teaching approach where the capacity of the classrooms is reduced to 50% and installed additional audiovisual equipment to support the hybrid teaching model. The aim of this study is to assess the acoustic parameters in the hybrid classrooms with focus on reverberation time, sound clarity (C50) and strength (G). Measurements were taken in six different classrooms using sound analyzer and ROOM EQ Wizard software in accordance to the guidelines set by ISO 3382. In addition, we compared the experimental data with that obtained from Sabine's diffuse field theory and from a model developed by E. Nilsson, which considers the absorption in classrooms to be mainly due to the absorbing ceilings. Reverberation times results show that Leq (dBA) to vary from 43.0 - 50.9 dBA for acoustically untreated classroom, and 32.3 for classrooms with the air condition off. Results obtained from the theoretical model showed the same overall behavior over the investigated frequency range. Sound clarity and strength measurements indicated that the acoustic conditions in hybrid classrooms do not satisfy the international standards with the exception of one classroom, which was acoustically treated.
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Van Uffelen, Lora, James H. Miller, and Gopu R. Potty. "Underwater acoustics and ocean engineering at the University of Rhode Island." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A124. http://dx.doi.org/10.1121/10.0015761.
Повний текст джерелаАнотація:
Underwater acoustics is one of the primary areas of emphasis in the Ocean Engineering Department at the University of Rhode Island, the first Ocean Engineering program in the United States. The program offers Bachelors, Masters (thesis and non-thesis options) and PhD degrees in Ocean Engineering. These programs are based at the Narragansett Bay campus, providing access to a living laboratory for student learning. Some key facilities of the program are an acoustics tank and a 100-foot-long wave tank. At the graduate level, students are actively involved in research focused in areas such as acoustical oceanography, propagation modeling, geoacoustic inversion, marine mammal acoustics, ocean acoustic instrumentation, and transducers. An overview of classroom learning and ongoing research will be provided, along with information regarding the requirements of entry into the program.
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Stern, Richard. "A satellite classroom for advanced acoustic studies." Journal of the Acoustical Society of America 82, S1 (November 1987): S94. http://dx.doi.org/10.1121/1.2025063.
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Tămaş-Gavrea, Daniela-Roxana, Constantin Munteanu, Raluca Fernea (Iştoan), and Adrian Loghin. "Acoustic optimization of a music practice classroom." Procedia Manufacturing 32 (2019): 167–70. http://dx.doi.org/10.1016/j.promfg.2019.02.198.
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Massie, Robyn, Deborah Theodoros, Bradley McPherson, and Joseph Smaldino. "Sound-field Amplification: Enhancing the Classroom Listening Environment for Aboriginal and Torres Strait Islander Children." Australian Journal of Indigenous Education 33 (2004): 47–53. http://dx.doi.org/10.1017/s1326011100600868.
Повний текст джерелаАнотація:
AbstractSound-field amplification is an educational tool that allows control of the acoustic environment in a classroom. Teachers wear small microphones that transmit sound to a receiver system attached to loudspeakers around the classroom. The goal of sound-field amplification is to amplify the teacher’s voice by a few decibels, and to provide uniform amplification throughout the classroom without making speech too loud for normal hearing children. This report discusses the major findings of a study which investigated the effects of sound-field amplification intervention on the communication naturally occurring in the classrooms of Aboriginal and Torres Strait Islander children. The audiological findings of the sample population of children are presented, as well as details of the classroom acoustic environment. Sixty-seven percent of the children began the field trials with a slight hearing loss. The results confirmed the extremely noisy and reverberant conditions in which teachers and children are operating on a daily basis. The findings indicated that sound-field amplification intervention encouraged the children to interact with teachers and peers in a proactive way. Teachers identified voice-related factors to be a major personal benefit of the systems.
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Zainudin, Fathin Liyana, Sharifah Saon, Abd Kadir Mahamad, Musli Nizam Yahya, Mohd Anuaruddin Ahmadon, and Shingo Yamaguchi. "Feed forward neural network application for classroom reverberation time estimation." Indonesian Journal of Electrical Engineering and Computer Science 15, no. 1 (July 1, 2019): 346. http://dx.doi.org/10.11591/ijeecs.v15.i1.pp346-354.
Повний текст джерелаАнотація:
<span>Acoustic problem is a main issues of the existing classroom due to lack of absorption of surface material. Thus, a feed forward neural network system (FFNN) for classroom Reverberation Time (RT) estimation computation was built. This system was developed to assist the acoustic engineer and consultant to treat and reduce this matter. Data was collected and computed using ODEON12.10 ray tracing method, resulting in a total of 600 rectangular shaped classroom models that were modeled with various length, width, height, as well as different surface material types. The system is able to estimate RT for 500Hz, 1000Hz, and 2000Hz. Using the collected data, FFNN for each frequency were trained and simulated separately (as absorption coefficients are frequency dependent) in order to find the optimum solution. The final system was validated and compared with the actual measurement value from 15 different classrooms in Universiti Tun Hussein Onn Malaysia (UTHM). The developed system show positive results with average validation accuracy of 94.35%, 95.91%, and 96.42% for 500Hz, 1000Hz, and 2000Hz respectively. </span>
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Ruhala, Laura, Richard J. Ruhala, and Danny Hernandez-Borjas. "Acoustical testing of face coverings using an artificial acoustic head with speech audio." Journal of the Acoustical Society of America 151, no. 4 (April 2022): A131. http://dx.doi.org/10.1121/10.0010880.
Повний текст джерелаАнотація:
The COVID-19 pandemic has caused many communities to require or at least recommend the wearing of face coverings, masks, and/or shields inside indoor public spaces to reduce the transmission rate of the virus. Several types of face coverings are studied, including standardized N95 and KN95, assorted cloth, and clear plastic face shields. They are evaluated on an acoustical head and torso simulator (HATS) setup in a classroom with two different locations for monitoring via a sound level meter. The HATS is used as a controlled and repeatable artificial voice or sound source, which reproduces the ITU-T artificial speech signals as well as playback of real speech signals for American English, male and female voices. The signals are recorded with a sound level meter at a distance of 2 and 6 m between source and receiver in a classroom environment. These signals evaluated in time and frequency domains to better understand the acoustical difference between the no-mask and various masks conditions. These are compared with the same classroom environment but using white noise test signals.
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Amlani, Amyn M., and Timothy A. Russo. "Negative Effect of Acoustic Panels on Listening Effort in a Classroom Environment." Journal of the American Academy of Audiology 27, no. 10 (November 2016): 805–15. http://dx.doi.org/10.3766/jaaa.15096.
Повний текст джерелаАнотація:
Background: Acoustic panels are used to lessen the pervasive effects of noise and reverberation on speech understanding in a classroom environment. These panels, however, predominately absorb high-frequency energy important to speech understanding. Therefore, a classroom environment treated with acoustic panels might negatively influence the transmission of the target signal, resulting in an increase in listening effort exerted by the listener. Purpose: Acoustic panels were installed in a public school environment that did not meet the ANSI-recommended guidelines for classroom design. We assessed the modifications to the acoustic climate by quantifying the effect of (1) acoustic panel (i.e., without, with) on the transmission of a standardized target signal at different seat positions (i.e., A–D) using the Speech Transmission Index (STI) and (2) acoustic panel and seat position on listening-effort performance in a group of third-grade students having normal-hearing sensitivity using a dual-task paradigm. Research Design: STI measurements are described qualitatively. We used a repeated-measures randomized design to assess listening-effort performance of monosyllabic words in a primary task and digit recall in a secondary task for the independent variables of acoustic panel and seat position. Study Sample: Twenty-seven, third-grade students (12 males, 15 females), ranging in age from 8.3 to 9.4 yr (mean = 8.7 yr, standard deviation = 0.7), participated in this study. Data Collection and Analysis: Qualitatively, we performed STI measurements under both testing conditions (i.e., panel and seat location). For the primary task of the dual-task paradigm, participants heard a ten-item list of monosyllabic words (i.e., ten words per list) recorded through a manikin in the classroom environment without and with acoustic panels and at different seat positions. Participants were asked to repeat each word exactly as it was heard. During the secondary task, participants were shown a single, random string of five digits before the presentation of the monosyllabic words. After each list in the primary task was completed, participants were asked to recall the string of five digits verbatim. Results: Word-recognition and digit-recall performance decreased with the presence of acoustic panels and as the distance from the target signal to a given seat location increased. The results were validated using the STI, as indicated by a decrease in the transmission of the target signal in the presence of acoustic panel and as the distance to a given seat location increased. Conclusions: The inclusion of acoustic panels reduced the negative effects of noise and reverberation in a classroom environment, resulting in an acoustic climate that complied with the ANSI-recommended guidelines for classroom design. Results, however, revealed that participants required an increased amount of mental effort when the classroom was modified with acoustic treatment compared to no acoustic treatment. Independent of acoustic treatment, mental effort was greatest at seat locations beyond the critical distance (CD). With the addition of acoustic panels, mental effort was found to increase significantly at seat locations beyond the CD compared to the unmodified room condition. Overall, results indicate that increasing the distance between the teacher and child has a detrimental impact on mental effort and, ultimately, academic performance.
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Evans, Naoko, Miki Kaneko, Ivan Seleznov, Taiki Shigematsu, and Ken Kiyono. "An Acoustic Way to Support Japanese Children’s Effective English Learning in School Classrooms." Applied Sciences 11, no. 13 (June 29, 2021): 6062. http://dx.doi.org/10.3390/app11136062.
Повний текст джерелаАнотація:
In this paper, the importance of implementing good acoustic conditions in classrooms using sound amplification systems is investigated to support more effective English education for elementary school children. To date, the failure of educating English as a second language at Japanese schools has been demonstrated by poor English conversation ability of those who completed a compulsory six-year English language course at Japanese junior-high and high schools (age 12–18). To amend the situation, teaching English became compulsory at grade three (age 8–9) and above at most Japanese elementary schools in the 2020 academic year. We conducted acoustic measurements of two types of sound amplification systems, a pair of PC loudspeakers and another with a loudspeaker array, in a typical classroom at an elementary school in Japan. We also analysed English listening test results of 216 Japanese native children (age 11–12) who were learning English in their usual classes in Japan, to compare the effects of those two systems. Results of logistic regression analysis adjusted by the discrimination difficulty of word pairs demonstrated the statistically significant association between correct answer rate of the English tests and classroom acoustic factors. Although, on average, upgrading the sound amplification system had positive effects on the correct answer rate, it also had a negative impact when the word pairs had English phoneme contrasts that do not appear in Japanese phoneme structure. Combined with the acoustic measurements’ results, it was also revealed that heterogeneous sound fields that depend on seat positions could be compensated using sound amplification systems with loudspeaker arrays. Our findings suggest that improvement of both acoustic quality and teaching methods is required for children to acquire English communication skills effectively in their classroom.
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Subramaniam, Nithya, and K. Ramamurthy. "Effect of mode of delivery and background noise on speech characteristics of talkers in a classroom environment." Building Acoustics 27, no. 2 (December 25, 2019): 113–35. http://dx.doi.org/10.1177/1351010x19896346.
Повний текст джерелаАнотація:
Global and acoustic–phonetic correlates of speech intelligibility are important measures of talker intelligibility. Speech characteristics have been evaluated using speech samples that involve reading pre-administered passages under controlled environments. In classrooms, lecturing is the mode of speech delivery. The presence of noise from ceiling fans and other external noise hinder the speech communication process. This study evaluated the talkers’ speech characteristics utilizing recordings from graduate students under reading and lecturing modes and in the presence and absence of noise generated by ceiling fans. The acoustical conditions under which talkers delivered their speech were characterized using octave band U50 values. Global and acoustic–phonetic correlates of talker intelligibility were measured and the variation in correlates of speech intelligibility was statistically analyzed. The results revealed that talkers significantly modified their speech characteristics relevant to intelligibility across modes of speech delivery and in the presence of noise. Fundamental frequency measures such as F0-mean and F0-SD and durational measures such as speech and pause rates were all found to be higher for lecture mode of delivery. Talkers showed similar vowel-articulatory changes under the two modes of delivery. When lecturing in the presence of noise, talkers significantly reduced the length of pauses and also utilized a combination of vowel-articulatory strategies to overcome the presence of noise. The results suggest the need to investigate talkers’ speech adaptation in real classroom environments in terms of correlates of speech intelligibility and to reconsider classroom acoustical guidelines in view of both listener and talker intelligibilities.
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Brown, Pamela, and Mary Crouse. "Ongoing developments in classroom acoustic theory and practice in 2012, and reports on efforts to implement good classroom acoustics." Journal of the Acoustical Society of America 132, no. 3 (September 2012): 2046. http://dx.doi.org/10.1121/1.4755522.
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Tucholski, Edward. "Beamforming with multiple acoustic sources in the classroom." Journal of the Acoustical Society of America 120, no. 5 (November 2006): 3074. http://dx.doi.org/10.1121/1.4787389.
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Rabelo, Alessandra Terra Vasconcelos, Juliana Nunes Santos, Rafaella Cristina Oliveira, and Max de Castro Magalhães. "Effect of classroom acoustics on the speech intelligibility of students." CoDAS 26, no. 5 (October 2014): 360–66. http://dx.doi.org/10.1590/2317-1782/20142014026.
Повний текст джерелаАнотація:
Purpose:To analyze the acoustic parameters of classrooms and the relationship among equivalent sound pressure level (Leq), reverberation time (T30), the Speech Transmission Index (STI), and the performance of students in speech intelligibility testing.Methods:A cross-sectional descriptive study, which analyzed the acoustic performance of 18 classrooms in 9 public schools in Belo Horizonte, Minas Gerais, Brazil, was conducted. The following acoustic parameters were measured: Leq, T30, and the STI. In the schools evaluated, a speech intelligibility test was performed on 273 students, 45.4% of whom were boys, with an average age of 9.4 years. The results of the speech intelligibility test were compared to the values of the acoustic parameters with the help of Student's t-test.Results:The Leq, T30, and STI tests were conducted in empty and furnished classrooms. Children showed better results in speech intelligibility tests conducted in classrooms with less noise, a lower T30, and greater STI values. The majority of classrooms did not meet the recommended regulatory standards for good acoustic performance.Conclusion:Acoustic parameters have a direct effect on the speech intelligibility of students. Noise contributes to a decrease in their understanding of information presented orally, which can lead to negative consequences in their education and their social integration as future professionals.
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Muhammad, Asri A., Astuti Salim, and Firdawaty Marasabessy. "THE APPLICATION OF ACOUSTIC MATERIAL EGG TRAY AS NOISE ABSORBERS IN THE INTERIOR OF ELEMENTARY SCHOOL CLASSROOM." MITRA : Jurnal Pemberdayaan Masyarakat 1, no. 1 (May 15, 2018): 12. http://dx.doi.org/10.25170/mjpm.v1i1.1.
Повний текст джерелаАнотація:
The classroom needs a comfortable atmosphere for learning activities. One of the comfortable factors is free from noise, which was not present in the classrooms of SDN 4 in Ternate City. This happens because the school is located on the main street with two lanes for two directions. The noise level at this location measured from the front classroom, which is directly adjacent to the main road, reached 74,02 dB. The number exceeds the noise threshold for the educational environment, which may prevent the learning activities from running optimally, as well may cause the students and teachers loss of hearing. The present community service attempted to utilize used goods in the form of egg trays to reduce waste in the environment. The KKN-PKM aimed to renovate the classroom so that it becomes a soundproof classroom by reducing the noise from the outside of the building to make the students and teachers in the classroom feel comfortable during the learning activities. The methods used in the early stage were surveys, interviews, and measurements of the beginning and end. The result of this community service was in the form of a soundproof classroom of SDN 4 in Ternate City. The average number of measurements before and after the installation of egg trays looked significant, that is 74,02 dB was reduced to 59,8 dB. The result obtained a positive response from the stakeholders and all the students and teachers of SDN 4 in Ternate City.
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Widyarko, Widyarko. "THE ACOUSTIC QUALITY OF SEKOLAH ALAM CLASSROOM (CASE: SEKOLAH ALAM IN BANDUNG)." International Journal on Livable Space 5, no. 1 (March 4, 2020): 33. http://dx.doi.org/10.25105/livas.v5i1.5970.
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ABSTRACT
Sekolah Alam (The Nature School) is a new concept of school in Indonesia that divide its learning process, both indoor and outdoor. As it needs more outdoor space for learning activity, this type of school has larger yards yet smaller classroom compared to conventional school. As it is still new, no previous study has been done to understand the relation between space dimensions, building material, and surroundings to this school classroom acoustic quality. Therefore, this journal studied acoustic quality by calculating Reverberation Time (RT60) and measuring Background noise value of one typical class of Sekolah Alam in Bandung. Reverberation Time (RT60) was calculated using space dimensions and materials that exist within the studied classroom, while the background noise value was measured using Data Logging Sound Level Meter (SLM). The results indicate that the studied class has an ideal acoustic quality for learning activity. The main factors that affected these results are the classroom has a small size in volume and surrounded by lush trees which work as noise controls.
Keywords: Reverberation Time; Background Noise; Sekolah Alam; Nature School; Classroom; Elementary School
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Smaldino, Joseph, Felicia Doggett, and Thomas Thunder. "The Complimentary Roles of Audiologists and Acoustic Consultants in Solving Classroom Acoustic Problems." Seminars in Hearing 25, no. 02 (May 27, 2004): 179–88. http://dx.doi.org/10.1055/s-2004-828668.
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Iglehart, Frank. "Speech Perception in Classroom Acoustics by Children With Hearing Loss and Wearing Hearing Aids." American Journal of Audiology 29, no. 1 (March 5, 2020): 6–17. http://dx.doi.org/10.1044/2019_aja-19-0010.
Повний текст джерелаАнотація:
Purpose The classroom acoustic standard ANSI/ASA S12.60-2010/Part 1 requires a reverberation time (RT) for children with hearing impairment of 0.3 s, shorter than its requirement of 0.6 s for children with typical hearing. While preliminary data from conference proceedings support this new RT requirement of 0.3 s, peer-reviewed data that support 0.3-s RT are not available on those wearing hearing aids. To help address this, this article compares speech perception performance by children with hearing aids in RTs, including those specified in the ANSI/ASA-2010 standard. A related clinical issue is whether assessments of speech perception conducted in near-anechoic sound booths, which may overestimate performance in reverberant classrooms, may now provide a more reliable estimate when the child is in a classroom with a short RT of 0.3 s. To address this, this study compared speech perception by children with hearing aids in a sound booth to listening in 0.3-s RT. Method Participants listened in classroom RTs of 0.3, 0.6, and 0.9 s and in a near-anechoic sound booth. All conditions also included a 21-dB range of speech-to-noise ratios (SNRs) to further represent classroom listening environments. Performance measures using the Bamford–Kowal–Bench Speech-in-Noise (BKB-SIN) test were 50% correct word recognition across these acoustic conditions, with supplementary analyses of percent correct. Results Each reduction in RT from 0.9 to 0.6 to 0.3 s significantly benefited the children's perception of speech. Scores obtained in a sound booth were significantly better than those measured in 0.3-s RT. Conclusion These results support the acoustic standard of 0.3-s RT for children with hearing impairment in learning spaces ≤ 283 m 3 , as specified in ANSI/ASA S12.60-2010/Part 1. Additionally, speech perception testing in a sound booth did not predict accurately listening ability in a classroom with 0.3-s RT. Supplemental Material https://doi.org/10.23641/asha.11356487
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Visentin, Chiara, Nicola Prodi, Matteo Pellegatti, Maria Garraffa, and Alberto Di Domenico. "Listening effort for sentence comprehension in noisy classroom: the mediating role of linguistic factors, inhibitory control and noise sensitivity." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 265, no. 5 (February 1, 2023): 2399–407. http://dx.doi.org/10.3397/in_2022_0341.
Повний текст джерелаАнотація:
Children learn in noisy classrooms, where often the main masker is their own babble. Even when the acoustic conditions are favorable (i.e. low noise levels), differences in individual performance and listening effort in complex academic tasks are observed. Personal characteristics such as linguistic and cognitive skills, and sensitivity to noise have been reported as factors supporting students' performance. Moreover, the Framework for Understanding Effortful Listening (FUEL) postulates that the additional individual dimension of children's motivation should be considered when evaluating listening effort besides task-related cognitive demands. This study aims to explore the interplay of the above-mentioned individual factors for primary school children (N=120, grades 3 to 5) doing a sentence comprehension task in a two-talkers background noise. Data on both accuracy and response time, as well as self-ratings of effort and motivation were acquired. In addition, inhibitory control, linguistic competences and self-ratings of noise sensitivity were measured in quiet. Results first highlight how acoustic conditions and linguistic competencies influence child's motivation, and then show how the child's inhibitory control and noise sensitivity mediate behavioral and subjective effort. Thus, individual factors shall be taken into consideration when evaluating the effect of classroom acoustics on the performance in academic tasks.
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Canning, David C. "The acoustic treatment in classroom refurbishment: A double blind experimental study examining the acoustic and auditory environment of the cellular classroom." Journal of the Acoustical Society of America 126, no. 4 (2009): 2192. http://dx.doi.org/10.1121/1.3248570.
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Neave-DiToro, Dorothy, Adrienne Rubinstein, and Arlene C. Neuman. "Speech Recognition in Nonnative versus Native English-Speaking College Students in a Virtual Classroom." Journal of the American Academy of Audiology 28, no. 05 (May 2017): 404–14. http://dx.doi.org/10.3766/jaaa.15125.
Повний текст джерелаАнотація:
Background: Limited attention has been given to the effects of classroom acoustics at the college level. Many studies have reported that nonnative speakers of English are more likely to be affected by poor room acoustics than native speakers. An important question is how classroom acoustics affect speech perception of nonnative college students. Purpose: The combined effect of noise and reverberation on the speech recognition performance of college students who differ in age of English acquisition was evaluated under conditions simulating classrooms with reverberation times (RTs) close to ANSI recommended RTs. Research Design: A mixed design was used in this study. Study Sample: Thirty-six native and nonnative English-speaking college students with normal hearing, ages 18–28 yr, participated. Intervention: Two groups of nine native participants (native monolingual [NM] and native bilingual) and two groups of nine nonnative participants (nonnative early and nonnative late) were evaluated in noise under three reverberant conditions (0.03, 0.06, and 0.08 sec). Data Collection and Analysis: A virtual test paradigm was used, which represented a signal reaching a student at the back of a classroom. Speech recognition in noise was measured using the Bamford–Kowal–Bench Speech-in-Noise (BKB-SIN) test and signal-to-noise ratio required for correct repetition of 50% of the key words in the stimulus sentences (SNR-50) was obtained for each group in each reverberant condition. A mixed-design analysis of variance was used to determine statistical significance as a function of listener group and RT. Results: SNR-50 was significantly higher for nonnative listeners as compared to native listeners, and a more favorable SNR-50 was needed as RT increased. The most dramatic effect on SNR-50 was found in the group with later acquisition of English, whereas the impact of early introduction of a second language was subtler. At the ANSI standard’s maximum recommended RT (0.6 sec), all groups except the NM group exhibited a mild signal-to-noise ratio (SNR) loss. At the 0.8 sec RT, all groups exhibited a mild SNR loss. Conclusion: Acoustics in the classroom are an important consideration for nonnative speakers who are proficient in English and enrolled in college. To address the need for a clearer speech signal by nonnative students (and for all students), universities should follow ANSI recommendations, as well as minimize background noise in occupied classrooms. Behavioral/instructional strategies should be considered to address factors that cannot be compensated for through acoustic design.