Nicola Prodi

Soundscape research on indoor environments is emerging as a topic to be addressed for the design of supportive, healthier, and more comfortable spaces. Only a few studies so far addressed the context of educational buildings, mainly focusing on high schools and universities. This pilot study uses questionnaires based on pictorial scales to investigate the indoor soundscape of classrooms for primary school children (n = 130; 8–10 years old). Perceived loudness and the affective dimensions of pleasantness and arousal were explored. Besides the actual soundscape, the children's ideal soundscape was investigated as well. The results of the study indicate that the most frequent sounds in classrooms are generated by the students themselves (voices, movements) followed by the traffic. The urban context of the school modulates the children's perception when windows are open to ensure natural ventilation. Pleasantness is associated with students' age, perceived loudness, and frequency of children's voices in nearby classrooms. The frequency of hearing indoor sounds (children's voices) and sirens affects students' arousal. Our results indicate that children at school are mostly exposed to unpleasant sounds, whereas their preferred ones are music and nature-related ones. The findings have implications for the design of positive and inclusive learning environments.

Changing the balance between the early and late reflections in the impulse response affects the clarity of speech, and also the spatial perception of the sound source is affected when the direction of the early reflections is manipulated. While the effect of noise on early reflections has long been investigated in speech intelligibility studies, it is unclear whether and how the spatial characteristics of the source are altered by noise, and whether this would influence speech intelligibility in any way. The aim of the present work was to analyze the spatial perception of a speech source in noise and its relationship, if any, with speech intelligibility. Impulse responses with specular or scattered early reflections and two different reverberant tails were used to create sound fields with controlled clarity and reverberation. It emerged that noise affects spatial cues compared to the reverberation-only (quiet) condition; ratings are consequently changed, and most percepts are distorted. Speech intelligibility is also sensitive to changes in acoustic variables and the type of reflection, but the direct association between spatial percepts and speech intelligibility is weak.