Research trajectories in classroom acoustics: Investigating children perception beyond accuracy

Abstract

In a prospective discussion with Murray Hodgson earlier in 2003 in Ferrara, we agreed that much further insight should be gained in the perception of room acoustics for speech, and classrooms were the main area of common interest. In fact several metrics have been in use since long to assess listeners’ accuracy, either objectively or subjectively. Unfortunately, these tools are not effective in tracking the listening effort, which may occur even if accuracy is high. Thus, an extension of the analysis beyond acoustically and accuracy-oriented indicators is required to grasp information on the multi-faceted construct of listening effort. In the field of audiology a framework for listening effort was developed and several psycho-physiological and behavioral quantities have been proposed. None of them is considered exhaustive, and different quantities are sensitive to peculiar aspects: for instance, the slowing down of response time in adverse conditions is thought to trace an increase of processing load. Applying this knowledge in the field of room acoustics may fill the gap in the evaluation and design of rooms for speech communication. In this work, the results achieved so far will be presented and applications in the field of classroom acoustics will be outlined too.