Speech intelligibility in higher education teaching facilities

Paterson-Stephens, Iain and Rutherford, Peter and Wilson, Robin (2014) Speech intelligibility in higher education teaching facilities. Acoustics Bulletin, 39 (2). pp. 42-48. ISSN 0308-437X

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Abstract

This paper expands upon the initial work conducted by Rutherford, Wilson and Hickman4 and explores the relationship between the Speech Transmission Index (STI) and its application within the context of higher education teaching and learning facilities. As is well known, the modern learning environment comprises a diverse student population of both native [L1] and non-native [L2] listeners & speakers and, as has been evidenced in research and recognized within BS EN 60268-16:201116, such [L2] listeners provide a significant challenge when predicting STI performance in any given space.

The purpose of the research presented here is to delve deeper into the relationship between STI and both native and non-native listening groups. Data is presented that extends the findings from the original study, particularly with respect to the relationship between the STI value and [L2] listener performance. The paper concludes that whilst STI over predicts [L2] listener performance, the level of over-prediction itself is fundamentally dependent upon the STI value. For high STI values (>0.8), a relatively small over prediction was observed during intelligibility experiments (approx. 6%) however at low STI values (<0.5), a much higher over prediction was observed (approx. 40%).

Such findings clearly point to the need to look more critically at Speech Transmission and Speech Intelligibility as metrics for evaluating room acoustic performance for diverse, international populations.

Item Type: Article
Schools/Departments: University of Nottingham, UK > Faculty of Engineering > Department of Architecture and Built Environment
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Depositing User: Eprints, Support
Date Deposited: 12 Sep 2017 08:54
Last Modified: 13 Oct 2017 00:13
URI: http://eprints.nottingham.ac.uk/id/eprint/45821

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