The Domestic Acoustic Environment in Online Education—Part 2: Different Interference Perception of Sound Sources and While Conducting Academic Tasks

Abstract

Noise is increasingly recognized as a factor impacting health, including its effects on online education. However, differences in the perception of acoustic environmental factors have been scarcely analyzed. This study aimed to evaluate perceived differences in the interference of five types of sound (traffic, voices, TV/radio/household appliances, music, and animals) while conducting autonomous and synchronous activities during online learning. It is also aimed to identify which activities are more affected by the domestic acoustic environment among a group of 4 synchronous and 6 autonomous activities. The data were obtained from an online survey distributed online among the students of the Universidad de las Américas in Quito, Ecuador. The differences between acoustical variables were evaluated using frequentist and inferential analysis. Findings indicated that traffic noise was the least disruptive sound for autonomous activities, likely due to reduced vehicle circulation during the COVID-19 lockdown. In contrast, voices were identified as the most disturbing noise source, underscoring that background speech can significantly disrupt concentration. Additionally, domestic noise is more disturbing while taking exams than during solving problem tasks, comprehensive reading, or group work, probably because during the exams students cannot control unwanted sound sources. These outcomes underscore the need for acoustic strategies in domestic educational settings to reduce noise-related distractions.