Mercugliano Alice, Corbani Arianna, Bigozzi Lucia, Vettori Giulia, Incognito Oriana
Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy.
Department of Human Sciences, Università Telematica degli Studi IUL, Florence, Italy.
Front Psychol. 2025 Aug 11;16:1586997. doi: 10.3389/fpsyg.2025.1586997. eCollection 2025.
The acoustic quality of the school environment is crucial in enhancing learning and contributing to classroom wellbeing. The aim of this systematic review was 2-fold: (1) to investigate students' perspectives on listening in different learning contexts, with a focus on noise and reverberation in the classroom; and (2) to investigate the impact of indoor acoustic quality and reverberation on wellbeing. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) procedures to identify peer-reviewed studies, 12 studies met the inclusion criteria. Methodological quality was assessed using an existing framework. The results highlight an age-related progression in acoustic awareness from preschool children with limited differentiation to older students with refined perceptions. The impact of acoustics on wellbeing extends beyond learning to social relationships, motivation, and engagement, with older students exhibiting greater sensitivity than younger students. A research gap exists in preschool settings owing to methodological challenges in assessing young children's experiences. This review highlights the need for improved acoustic standards, tailored interventions, and awareness programmes to improve learning environments and wellbeing.
学校环境的声学质量对于促进学习和提升课堂舒适度至关重要。本系统综述的目的有两个：（1）调查学生在不同学习环境中的聆听体验，重点关注课堂中的噪音和混响；（2）研究室内声学质量和混响对舒适度的影响。按照系统综述和元分析的首选报告项目（PRISMA）程序来识别同行评审研究，有12项研究符合纳入标准。使用现有框架评估方法学质量。结果凸显了从区分能力有限的学龄前儿童到感知更为精细的年长学生，在声学意识方面与年龄相关的发展进程。声学对舒适度的影响不仅限于学习，还延伸至社会关系、动机和参与度，年长学生比年幼学生表现出更高的敏感度。由于评估幼儿体验存在方法学挑战，学前教育环境存在研究空白。本综述强调需要改进声学标准、量身定制干预措施和开展提高意识的项目，以改善学习环境和舒适度。
