The Effect of Classroom Acoustic Treatment on Listening, Learning, and Well-being: A Scoping Review

Classrooms are important learning spaces, however, the acoustic conditions in these spaces can often be suboptimal. The aim of this scoping review, which used the PRISMA-ScR protocol, was to understand what is known from the literature about the effect of classroom acoustic treatment on students’ listening, learning, and well-being. Thirteen papers from the database searches were deemed relevant for the review. Information on the years of publication of the papers, the population studied, the types of acoustic treatment used, the measures and methods used to assess the effect of acoustic treatment, and the outcomes of the papers was gathered. Seven of the 13 studies reported positive effects of classroom acoustic treatment on student’s speech perception, attention, and well-being. Five studies reported both positive effects and no effect depending on the measure, condition, or population. The remaining study reported a negative effect of classroom acoustic treatment on children’s speech perception and listening effort. These findings suggest that the effect of ceiling and/or wall absorbers/diffusers on sound and reverberation in the room can help students’ speech perception, attention, reading, and well-being, but they may also reduce the speech transmission index resulting in increased listening effort. The limitations of the reviewed studies and avenues for future research on the effect of acoustic treatment on a broader range of listening, learning, and well-being outcomes for students are discussed.