Abstract
The impact of different acoustical conditions in learning environments on noise annoyance and the evaluation of speech quality were tested in a series of three experiments. In Experiment 1 (n=79) the auralization of seven classrooms with reverberation times from 0.55 to 3.21 s [average between 250 Hz to 2 kHz] served to develop a Semantic Differential, evaluating a simulated teacher’s voice. Four factors were found: acoustical comfort, roughness, sharpness, and loudness. In Experiment 2, the effects of two classroom renovations were examined from a holistic perspective. The rooms were treated acoustically with acoustic ceilings (RT=0.5 s [250 Hz–2 kHz]) and muffling floor materials as well as non-acoustically with a new lighting system and color design. The results indicate that pupils (n=61) in renovated classrooms judged the simulated voice more positively, were less annoyed from the noise in classrooms, and were more motivated to participate in the lessons. In Experiment 3 the sound environments from six different lecture rooms (RT=0.8 to 1.39 s [250 Hz–2 kHz]) in two Universities of Oldenburg were evaluated by 321 students during the lectures. Evidence found supports the assumption that acoustical comfort in rooms is dependent on frequency for rooms with higher reverberation times.
Published Version
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