Subjective assessment of listening environments in university classrooms: Perceptions of students

被引：0
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作者：
Kennedy, Susan M. [1 ]
Hodgson, Murray [1 ]
Edgett, Lisa Dillon [2 ]
Lamb, Noelle [2 ]
Rempel, Rod [1 ]
机构：
[1] School of Occupational and Environmental Hygiene, University of British Columbia, 2206 East Mall, Vancouver, BC V6T 1Z3, Canada
[2] School of Audiology and Speech Sciences, University of British Columbia, 5804 Fairview Avenue, Vancouver, BC V6T 1Z3, Canada
来源：
Journal of the Acoustical Society of America | 2006年 / 119卷 / 01期
关键词：
A questionnaire is developed to evaluate perception of the listening environment by university students. The objectives were to develop a questionnaire-based measurement tool; derive a measure of perceived classroom-listening quality; use the questionnaire to investigate factors that enhance; impair; or do not affect perceived listening quality; and consider the implications for classroom design. The questionnaire was administered to over 5700 students in 30 classrooms at one university. Physical and acoustical measurements were also performed in each classroom. The questionnaire included items that recorded aspects of student perception; as well as individual; course-; and instructor-specific factors. Responses to 19 perception items generated a perception of listening ease (PLE) score for each student and a classroom-average score. Decreased PLE was associated with women; English-second-language students; those with hearing impairment; students not interested in the course material; and those who found the material difficult. Increased PLE was associated with higher speech transmission index; acceptable lighting; temperature and seating; better instructor voice; increased visual-aid use; and easier course material. Results indicate that PLE is a useful measure of student perception of the classroom-listening environment; and that optimal classroom acoustical design must take into consideration in-use conditions; as well as classroom physical characteristics. © 2006 Acoustical Society of America;
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Journal article (JA)
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页码：299 / 309
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