Speaker
Description
Classroom acoustics research has traditionally focused on objective acoustic measurements and speech intelligibility, while comparatively limited attention has been given to the subjective experience of the children in the classroom sound environments. This study explores primary school children’s perceptions through a qualitative analysis and examines how these experiences relate to the conceptual framework proposed in ISO 12913-1 for soundscape research. Data were collected through focus group interviews with 22 students (ages 6-12) in Pakistan using semi-structured open-ended questions. The interviews were analyzed using a thematic analysis, conducted through a theoretically informed, deductive approach guided by concepts from ISO 12913-1 and the study’s research questions, combined with the inductive identification of patterns emerging from the children’s responses. The analysis revealed several key themes related to children’s experiences of the classroom acoustic environment, which were connected within a conceptual framework, including the interpretation of auditory sensation, affective and physiological responses, behavioral adaptation, and teacher-led interventions. Children also described characteristics of an ideal classroom sound environment that supports concentration and well-being. The findings provide an opportunity to compare children’s perspectives with previously proposed frameworks based on adult viewpoints, hence contributing to a more user-centered understanding of classroom acoustic environments.