Indoor acoustic quality of educational buildings in South West Europe: influence of current ventilation strategies

Abstract

The quality of the classroom environment has a great impact on the physical and mental health of students and teachers. The COVID-19 pandemic has highlighted the need for new measures and ventilation strategies to be implemented in educational buildings, to ensure indoor air quality in classrooms and to minimise the risk of airborne virus transmission. However, these ventilation protocols can influence the acoustic quality of classrooms and negatively affect students’ speech perception and learning performance. This study presents the results obtained from a field measurement campaign carried out to assess the acoustic characteristics of classrooms of the Fuentenueva Campus (University of Granada) and Azurém Campus (University of Minho). Different ventilation operating scenarios (active and inactive) were assessed to evaluate their impact on the indoor acoustic conditions. The reverberation time (RT), the only parameter used in both countries' regulations to assess acoustic conditions, was found to be higher on both campuses than the RT limits values. Comparison of the measured Speech Transmission Index (STI) and background noise values in the active and inactive ventilation scenario showed a clear variation of the indoor acoustic conditions. The background noise was higher in the active ventilation scenarios (40–57 dBA) than in the inactive ventilation scenarios (34–48 dBA). The average STI values obtained on both campuses for the inactive and active scenarios were 0.54 and 0.51, respectively. In some classrooms an STI difference of 0.1 was found between scenarios. The results obtained in this study provide a broader understanding of the acoustic conditions in university classrooms in Spain and Portugal. The results evidence the need of consider the synergies between the indoor acoustic and air quality conditions to ensure both: the spaces are safe and the acoustic conditions do not interfere with students' learning. The findings show that compliance with the current RT requirements does not ensure that classroom acoustic conditions do not interfere with student performance, and therefore, regulations need to be revised to include additional factors to ensure proper acoustic performance.