Academic Journal
Bridging the perception gap: Integrating student experience with acoustic simulations for classroom design.
| Τίτλος: | Bridging the perception gap: Integrating student experience with acoustic simulations for classroom design. |
|---|---|
| Συγγραφείς: | Di Loreto, Samantha, Ricciutelli, Alessandro, Guglielmi, Leonardo, Montelpare, Sergio |
| Πηγή: | Building Acoustics; Sep2026, Vol. 33 Issue 3, p667-697, 31p |
| Θεματικοί όροι: | Architectural acoustics, Classroom environment, Intelligibility of speech, Acoustic models, Noise pollution, Psychology of students, Acoustical engineering |
| Περίληψη: | This study reveals a critical discordance between technically compliant classroom acoustics and student perceptual comfort, demonstrating that compliance alone does not ensure adequate learning environments. Four Italian classrooms were assessed using ODEON acoustic simulations, standardized in-situ measurements, and perceptual evaluations involving 90 students. Results exposed disparities between objective and subjective performance: one classroom achieved acceptable Speech Transmission Index values (STI = 0.672) yet received negative comfort ratings, while another showed poor technical performance (STI = 0.453) but excellent satisfaction. High T30 calibration errors correlated with elevated perceptual disturbance. Anthropophonic noise emerged as the dominant acoustic concern affecting learning comfort. A novel perception-based priority ranking system was developed, integrating student comfort scores, disturbance assessments, and soundscape descriptors with traditional acoustic metrics. This methodology identified critical priorities overlooked by conventional assessments, with priority scores ranging from 1.58 for the most critical classroom to −0.90 for spaces where satisfaction was high despite technical deficiencies. Acoustic corrections were validated through ODEON simulations, with T30 calibration accuracy ranging from 83.3% for best-performing classrooms to 16.7% for the highly reverberant untreated environment, where interventions represent directional improvement trends. STI values increased by up to 66.7% in critical interventions, while targeted treatments achieved optimal conditions with minimal disruption to existing positive experiences. This research establishes that effective classroom acoustic design requires systematic integration of user experience with technical parameters, providing a replicable methodology moving beyond regulatory compliance toward genuinely comfortable learning environments, conducted within the necessARIA project funded by the Italian Ministry of Health as a national interest initiative. [ABSTRACT FROM AUTHOR] |
| Copyright of Building Acoustics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Text: Availability: 0 |
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| Header | DbId: edb DbLabel: Complementary Index An: 196196068 RelevancyScore: 1082 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 1082.42749023438 |
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| Items | – Name: Title Label: Title Group: Ti Data: Bridging the perception gap: Integrating student experience with acoustic simulations for classroom design. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Di+Loreto%2C+Samantha%22">Di Loreto, Samantha</searchLink><br /><searchLink fieldCode="AR" term="%22Ricciutelli%2C+Alessandro%22">Ricciutelli, Alessandro</searchLink><br /><searchLink fieldCode="AR" term="%22Guglielmi%2C+Leonardo%22">Guglielmi, Leonardo</searchLink><br /><searchLink fieldCode="AR" term="%22Montelpare%2C+Sergio%22">Montelpare, Sergio</searchLink> – Name: TitleSource Label: Source Group: Src Data: Building Acoustics; Sep2026, Vol. 33 Issue 3, p667-697, 31p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Architectural+acoustics%22">Architectural acoustics</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligibility+of+speech%22">Intelligibility of speech</searchLink><br /><searchLink fieldCode="DE" term="%22Acoustic+models%22">Acoustic models</searchLink><br /><searchLink fieldCode="DE" term="%22Noise+pollution%22">Noise pollution</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Acoustical+engineering%22">Acoustical engineering</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study reveals a critical discordance between technically compliant classroom acoustics and student perceptual comfort, demonstrating that compliance alone does not ensure adequate learning environments. Four Italian classrooms were assessed using ODEON acoustic simulations, standardized in-situ measurements, and perceptual evaluations involving 90 students. Results exposed disparities between objective and subjective performance: one classroom achieved acceptable Speech Transmission Index values (STI = 0.672) yet received negative comfort ratings, while another showed poor technical performance (STI = 0.453) but excellent satisfaction. High T30 calibration errors correlated with elevated perceptual disturbance. Anthropophonic noise emerged as the dominant acoustic concern affecting learning comfort. A novel perception-based priority ranking system was developed, integrating student comfort scores, disturbance assessments, and soundscape descriptors with traditional acoustic metrics. This methodology identified critical priorities overlooked by conventional assessments, with priority scores ranging from 1.58 for the most critical classroom to −0.90 for spaces where satisfaction was high despite technical deficiencies. Acoustic corrections were validated through ODEON simulations, with T30 calibration accuracy ranging from 83.3% for best-performing classrooms to 16.7% for the highly reverberant untreated environment, where interventions represent directional improvement trends. STI values increased by up to 66.7% in critical interventions, while targeted treatments achieved optimal conditions with minimal disruption to existing positive experiences. This research establishes that effective classroom acoustic design requires systematic integration of user experience with technical parameters, providing a replicable methodology moving beyond regulatory compliance toward genuinely comfortable learning environments, conducted within the necessARIA project funded by the Italian Ministry of Health as a national interest initiative. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Building Acoustics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/1351010X261455471 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 667 Subjects: – SubjectFull: Architectural acoustics Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Intelligibility of speech Type: general – SubjectFull: Acoustic models Type: general – SubjectFull: Noise pollution Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Acoustical engineering Type: general Titles: – TitleFull: Bridging the perception gap: Integrating student experience with acoustic simulations for classroom design. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Di Loreto, Samantha – PersonEntity: Name: NameFull: Ricciutelli, Alessandro – PersonEntity: Name: NameFull: Guglielmi, Leonardo – PersonEntity: Name: NameFull: Montelpare, Sergio IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1351010X Numbering: – Type: volume Value: 33 – Type: issue Value: 3 Titles: – TitleFull: Building Acoustics Type: main |
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