The Use of Sound-Field Amplification Devices in Different Types of Classrooms

Wilson, Wayne J.; Marinac, Julie V.; Pitty, Kathryn; Burrows, Carolyn

doi:10.1044/0161-1461(2011/09-0080)

Cited by 16 publications

(10 citation statements)

References 11 publications

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“…[ 29 ] Many investigators have reported benefits with SF amplification for both students and teachers. [ 28 29 ] Recently, an Australian study[ 32 ] reported that SF systems were more likely to be useful in classrooms with good pre-existing acoustical conditions.…”

Section: Acoustic Modifications In Classroomsmentioning

confidence: 99%

Noise levels in an urban Asian school environment

Chan

P.-M.

et al. 2015

Noise Health

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Background noise is known to adversely affect speech perception and speech recognition. High levels of background noise in school classrooms may affect student learning, especially for those pupils who are learning in a second language. The current study aimed to determine the noise level and teacher speech-to-noise ratio (SNR) in Hong Kong classrooms. Noise level was measured in 146 occupied classrooms in 37 schools, including kindergartens, primary schools, secondary schools and special schools, in Hong Kong. The mean noise levels in occupied kindergarten, primary school, secondary school and special school classrooms all exceeded recommended maximum noise levels, and noise reduction measures were seldom used in classrooms. The measured SNRs were not optimal and could have adverse implications for student learning and teachers’ vocal health. Schools in urban Asian environments are advised to consider noise reduction measures in classrooms to better comply with recommended maximum noise levels for classrooms.

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Section: Acoustic Modifications In Classroomsmentioning

confidence: 99%

Noise levels in an urban Asian school environment

Chan

P.-M.

et al. 2015

Noise Health

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show abstract

“…[ 23 ] However, numerous studies prove that these recommendations are often exceeded considerably. [ 3 8 16 17 18 19 24 25 26 27 ] In the search for realizable solutions to reduce noise and improve understanding in class, different edificial arrangements are intensely discussed. [ 25 26 27 28 29 30 31 ]…”

Section: Introductionmentioning

confidence: 99%

The impact of hyperacusis and hearing loss on tinnitus perception in German teachers

Meuer

Hiller

2015

Noise Health

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Recent research indicates that a notable number of teachers are concerned with conditions of auditory impairment such as tinnitus, hyperacusis, and hearing loss. Studies focussing on characteristics and interdependencies of single hearing disorders (HD) are rare. This explorative study examines tinnitus, hyperacusis, hearing loss, and all possible combinations (tinnitus + hyperacusis; tinnitus + hearing loss; hyperacusis + hearing loss; tinnitus, hyperacusis + hearing loss) in German teachers. The impact of single HD on perceived distress, depending on the number and kind of comorbid HD, was of special interest. Information was collected via online survey and includes self-reported data as well as data from the Mini-Tinnitus Questionnaire (Mini-TQ). Results show that most of the 1468 participants (45%) suffered from two HD in different combinations, and the fewest (25%) were afflicted with only one HD. Considering the seven HD groups, most teachers (30%) suffered from all three HD. Across all groups, tinnitus was present in 1096, hyperacusis in 988, and hearing loss in 937 teachers. Multiple intergroup comparisons revealed that self-rated tinnitus-related distress rose significantly with the increasing number of HD. No significant differences were found for distress ratings of hyperacusis between the four groups including hyperacusis and between the four groups with hearing loss. In the Mini-TQ, groups including hyperacusis scored considerably higher than those excluding hyperacusis. The frequent prevalence of HD in German teachers points to a need of better noise prevention in German schools as one priority of occupational safety.

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“…Table 2 shows a significant difference only for the time of oral reading between the first and second evaluations on the reading comprehension test for both the groups, corroborating the findings of another study. [ 25 ] There was no statistically significant difference between the groups but numerically analyzing the time spent by both groups on the two evaluations shows that the experimental group reduced, on an average, the time of their silent reading by 18.9 s and the time of their oral reading by 26.6 s. The control group reduced the two tasks by 19.2 s and 22.1 s, respectively [ Table 2 ].…”

Section: Discussionmentioning

confidence: 99%

“…Studies reporting on the use of FM systems in educational settings have typically used questionnaires or checklists to evaluate academic performance and the teacher's voice although a few have used standardized tests. [ 25 ]…”

Section: Introductionmentioning

confidence: 99%

Evaluating effectiveness of dynamic soundfield system in the classroom

et al. 2016

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Research has reported on the use of soundfield amplification devices in the classroom. However, no study has used standardized tests to determine the potential advantages of the dynamic soundfield system for normally hearing students and for the teacher's voice. Our aim was to evaluate the impact of using dynamic soundfield system on the noise of the classroom, teacher's voice and students’ academic performance. This was a prospective cohort study in which 20 student participants enrolled in the third year of basic education were divided into two groups (i.e., control and experimental); their teacher participated. The experimental group was exposed to the dynamic soundfield system for 3 consecutive months. The groups were assessed using standardized tests to evaluate their academic performance. Further, questionnaires and statements were collected on the participants’ experience of using the soundfield system. We statistically analyzed the results to compare the academic performance of the control group with that of the experimental group. In all cases, a significance level of P < .05 was adopted. Use of the dynamic soundfield system was effective for improving the students’ academic performance on standardized tests for reading, improving the teacher's speech intelligibility, and reducing the teacher's vocal strain. The dynamic soundfield system minimizes the impact of noise in the classroom as demonstrated by the mensuration of the signal-to-noise ratio (SNR) and pupil performance on standardized tests for reading and student and teacher ratings of amplification system effectiveness.

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The Use of Sound-Field Amplification Devices in Different Types of Classrooms

Abstract: These results suggest that any potential benefits of SFA devices are more likely to be realized in classrooms with better acoustics.

Cited by 16 publications

References 11 publications

Noise levels in an urban Asian school environment

Noise levels in an urban Asian school environment

The impact of hyperacusis and hearing loss on tinnitus perception in German teachers

Evaluating effectiveness of dynamic soundfield system in the classroom

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