INDOOR ENVIRONMENTAL QUALITY
Sample: 170 Duration: Cross-sectional, Longitudinal, Two Months Age or developmental stage: Elementary
Acoustics Amlani, A. M., & Russo, T. A. (2016). Negative effect of acoustic panels on listening effort in a classroom environment. Journal of the American Academy of Audiology, 27(10), 805–815. https://doi.org/10.3766/jaaa.15096
This study examines the impact of acoustic panels on listening tasks in classrooms with 27 third graders, 8 to 9 years old (12 males and 15 females) The panels were analyzed with and without the transmission of a standardized target signal at different positions with also the Speech Transmission Index and how third graders with normal hearing are affected at different positions. Students were given a list of ten monosyllabic words with multiple lists and asked to repeat the words. Then, students were shown random string, single digits before being given the monosyllabic words. Then, students were asked to recall the string of five digits exactly as how they were listed. The experimental study found that as the distance to the signal increased there was a decrease in digit-recall and word recognition. 209 Publication type: Journal article Study type: Experimental Study Sample: 27 Duration: Longitudinal Age or developmental stage: 3rd Grade Astolfi, A., & Pellerey, F. (2008). Subjective and objective assessment of acoustical and overall environmental quality in secondary school classrooms. The Journal of the Acoustical Society of America, 123(1), 163–173. https://doi.org/10.1121/1.2816563
This study examines the acoustical and environmental quality of 51 secondary-school classrooms. Eight of the classrooms were measured acoustically and a few were acoustically renovated. A questionnaire was given to 1006 students about their perceived visual and acoustical quality based on thermal, indoor air, visual quality, and acoustical quality. Students viewed acoustical and visual quality had the largest impact on their performance in school. There was dissatisfaction regarding indoor air quality, thermal, and acoustics with acoustics being the most relevant. The study also found that there was a correlation between acoustical quality and speech comprehension, with speech comprehension being correlated to speech transmission index. In the classrooms that were nonrenovated, there was a lower satisfaction acoustically. Poor acoustics were found to lead to a decrease in concentration. The study also found that students were more affected by intermittent noise than constant noise. 210
University of Oregon
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