Conveners
A16.04/A24.06 Acoustics for learning environments across physical and virtual realities: S116
- Arianna Astolfi (Politecnico di Torino)
- Janina Fels (IHTA, RWTH Aachen University)
A16.04/A24.06 Acoustics for learning environments across physical and virtual realities: P492
- Janina Fels (IHTA, RWTH Aachen University)
- Arianna Astolfi (Politecnico di Torino)
A16.04/A24.06 Acoustics for learning environments across physical and virtual realities: S329
- Janina Fels (IHTA, RWTH Aachen University)
- Arianna Astolfi (Politecnico di Torino)
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Zekiye Sahin Ozturk (Bilkent University)09/09/2026, 08:40A16 Room Acoustics
This study investigates how reverberation time influences late-stage attentional control during extended acoustic exposure. Room impulse responses were generated from systematically modified architectural-acoustic models and convolved with intelligible speech recordings to produce controlled auralized background stimuli. In a laboratory-based listening experiment employing a between-group...
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Ioana Tsankova Grozeva (Politecnico di Torino)09/09/2026, 09:00A16 Room Acoustics
In recent years, libraries have evolved from silent study spaces into multifunctional environments hosting diverse activities. This shift has resulted in increasingly complex acoustic conditions. This study investigates noise perception and cognitive performance in the simulated environment of the New Central Civic Library of Torino during full occupancy. The library consists of a large space...
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Sarah Ambros (Universitรคt Wien)09/09/2026, 09:00A16 Room Acoustics
A dataset of 416 reverberation time measurements, collected in rooms of Austrian educational institutions enable a quantitative characterization of current room acoustics in education. 144 classrooms in schools are looked at to assess compliance with national requirements for reverberation time. Occupied conditions are calculated using รNORM B 8115โ3 (2023) with a fixed perโpupil absorption....
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Chiara Visentin (University of Ferrara)09/09/2026, 09:20A16 Room Acoustics
Children learn in complex environments, often marked by high levels of background noise that is largely generated by students themselves and inadequate acoustic conditions. Young primary school children are particularly vulnerable to these conditions due to immature selective attention abilities, with even greater risk for those with additional learning needs or hearing difficulties. Over the...
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Syed Azhar Akhtar (Indian Institute of Technology Roorkee)09/09/2026, 09:40A16 Room Acoustics
Acoustic conditions in naturally ventilated classrooms are influenced by open windows, ceiling-fan operation, and external noise sources. The resulting spatial heterogeneity cannot be adequately captured by conventional single-point measurements or energy-averaged acoustic metrics. This limitation constrains the ability to assess and design for speech intelligibility in real-world educational...
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Veronica Raspa (Department of Medicine and Surgery, University of Perugia)09/09/2026, 10:00A16 Room Acoustics
Background: Teachers work in environments characterized by multiple occupational demands, while anxiety represents an important psychological outcome. However, evidence linking classroom acoustics to psychological outcomes remains limited. This preliminary study provides a descriptive overview of teachers' anxiety and the acoustic characteristics of the school environments in which they...
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Arianna Astolfi (Politecnico di Torino)09/09/2026, 10:40A16 Room Acoustics
Improving acoustic quality in learning environments is important for students of different ages, especially vulnerable groups, such as hearing aid users. When field assessments are not feasible, virtual reality (VR) provides a valuable alternative for controlled laboratory-based subjective evaluations. In this study, thirteen normal-hearing participants performed speech intelligibility tests...
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Jukka Kerรคnen (Turku University of Applied Sciences)09/09/2026, 11:00A16 Room Acoustics
Open learning spaces, OLSs, which enable teaching more than one group of students at a time, have become increasingly popular. Enclosed learning space, ELS, (conventional classroom) is still the most popular learning space type. Our purpose was to report on the room acoustic properties of both learning space types using measurements according to ISO 3382-3. This method was justified since...
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Viveka Lyberg-Aahlander (Abo Akademi University)09/09/2026, 11:20A16 Room Acoustics
Room acoustics play a central role in speech communication by influencing both speaker behavior, speech intelligibility and listening effort. While the effects of acoustics and background noise on listening effort are well established, the relationship between speaker comfort and listening effort remains largely unexplored. This study examines how room acoustic conditions, background noise,...
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Viveka Lyberg-Aahlander (Abo Akademi University)09/09/2026, 11:40A16 Room Acoustics
Speakers continuously adapt their voice to the acoustic environment, and prolonged speaking under adverse conditions may increase vocal load and contribute to voice problems. Classrooms constitute acoustically demanding environments, where both background noise and room acoustics influence vocal behavior through mechanisms such as the Lombard effect and altered auditory feedback. While these...
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