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Building standards recommend maximum background noise levels (BNL) and reverberation times (RT) for unoccupied classrooms. However, existing research does not show a consistent correlation between these parameters and student achievement. Through in situ testing, this research seeks to determine what acoustical conditions should be attained in elementary schools for students to meet educational goals. Acoustical measurements were conducted in a Nebraska public school system and correlated to achievement scores from students in the surveyed classrooms. Unoccupied BNLs and RTs were gathered in 34 third and 33 fifth-grade classrooms. Additionally, binaural room impulse response measurements were gathered in a subset of the classrooms. The results suggest that student reading and language subject areas may be negatively impacted by higher unoccupied BNLs; to meet the upper half of NE state targets, these levels should be less than 45 dBA. However, the percentage of students receiving free or reduced price lunches is more strongly correlated to achievement than BNLs, and the negative correlations between noise and achievement are not significant when controlling for this demographic variable. One statistically significant relationship that remained when controlling for demographics was that classrooms with lower distortion of frequency-smoothed magnitude values generally had students with higher language scores.

Purpose Understanding speech in complex realistic acoustic environments requires effort. In everyday listening situations, speech quality is often degraded due to adverse acoustics, such as excessive background noise level (BNL) and reverberation time (RT), or talker characteristics such as foreign accent ( Mattys, Davis, Bradlow, & Scott, 2012 ). In addition to factors affecting the quality of the input acoustic signals, listeners' individual characteristics such as language abilities can also make it more difficult and effortful to understand speech. Based on the Framework for Understanding Effortful Listening ( Pichora-Fuller et al., 2016 ), factors such as adverse acoustics, talker accent, and listener language abilities can all contribute to increasing listening effort. In this study, using both a dual-task paradigm and a self-report questionnaire, we seek to understand listening effort in a wide range of realistic classroom acoustic conditions as well as varying talker accent and listener English proficiency. Method One hundred fifteen native and nonnative adult listeners with normal hearing were tested in a dual task of speech comprehension and adaptive pursuit rotor (APR) under 15 acoustic conditions from combinations of BNLs and RTs. Listeners provided responses on the NASA Task Load Index (TLX) questionnaire immediately after completing the dual task under each acoustic condition. The NASA TLX surveyed 6 dimensions of perceived listening effort: mental demand, physical demand, temporal demand, effort, frustration, and perceived performance. Fifty-six listeners were tested with speech produced by native American English talkers; the other 59 listeners, with speech from native Mandarin Chinese talkers. Based on their 1st language learned during childhood, 3 groups of listeners were recruited: listeners who were native English speakers, native Mandarin Chinese speakers, and native speakers of other languages (e.g., Hindu, Korean, and Portuguese). Results Listening effort was measured objectively through the APR task performance and subjectively using the NASA TLX questionnaire. Performance on the APR task did not vary with changing acoustic conditions, but it did suggest increased listening effort for native listeners of other languages compared to the 2 other listener groups. From the NASA TLX, listeners reported feeling more frustrated and less successful in understanding Chinese-accented speech. Nonnative listeners reported more listening effort (i.e., physical demand, temporal demand, and effort) than native listeners in speech comprehension under adverse acoustics. When listeners' English proficiency was controlled, higher BNL was strongly related to a decrease in perceived performance, whereas such relationship with RT was much weaker. Nonnative listeners who shared the foreign talkers' accent reported no change in listening effort, whereas other listeners reported more difficulty in understanding the accented speech. Conclusions Adverse acoustics required more effortful listening as measured subjectively with a self-report NASA TLX. This subjective scale was more sensitive than a dual task that involved speech comprehension, which was beyond sentence recall. It was better at capturing the negative impacts on listening effort from acoustic factors (i.e., both BNL and RT), talker accent, and listener language abilities.

This project utilizes computational modeling to study the effects of varying two architectural parameters, absorption ratio and aperture size, in a realistic coupled volume concert hall. Coupled volumes have been shown to exhibit non-exponential sound energy decay profiles, referred to as double slope effect. A number of objective metrics ͑T30/T15, LDT/T10, decay ratio, and ⌬L͒ have been used to quantify the double slope effect of the profiles generated in the virtual hall. T30/T15 and LDT/T10 showed similar trends across all hall configurations, indicating decreasing double slope effect with increasing coupled volume absorption ratio for each aperture size, and producing highest values at a specific aperture size for each absorption ratio. Generally, LDT/T10 provides finer resolution than T30/T15 when analyzing the decay profiles in this study. Results from the two metrics derived from Bayesian analysis, decay ratio and ⌬L, seem less consistent. Subjective testing has also been conducted to determine the effect of varying the two architectural parameters in the hall, and multidimensional scaling analysis shows that, in general, listener preference is inversely proportional to the level of double slope effect, with the highest levels of preference occurring at low and medium levels of double slope effect. Recommended design guidelines for coupled volume halls are provided based on these computational and subjective results.