A possible acoustic design approach for multi-purpose auditoria suitable for both speech and music

In several auditoria, it has been observed that the reverberation time is longer than expected and that the cause is a horizontal reverberant field established in the region near the ceiling, a field which is remote from the sound absorbing audience. This has been observed in the Boston Symphony Hall, Massachusetts, and the Stadthalle Göttingen, Germany. Subjective remarks on their acoustics suggest that there are no unfavourable comments linked to the secondary sound field. Two acoustic scale models are considered here. In a generic rectangular concert hall model, the walls and ceiling contained openings in which either plane or scattering panels could be placed. With plane panels, the model reverberation time (RT) was measured as 53% higher than the Sabine prediction (frequency 500/1000 Hz), compared with 8% higher with scattering panels. The second model of a 300 seat lecture theatre with a 6 m or 8 m high ceiling had raked seating. In this case, the amount of absorption in the model was increased until the point was reached where speech had acceptable intelligibility, with the early energy fraction, D ? 0.5. For this acceptable speech condition with the 6 m ceiling, the measured mid-frequency T₁₅ was 1.47 s, whereas the Sabine predicted RT was 1.06 s. The sound decay was basically non-linear with T₃₀ > T₁₅ > EDT. Exploiting a high-level horizontal reverberant field offers the possibility of acoustics that are better adapted as suitable for both speech and unamplified music, without any physical change in the auditorium. Using secondary reverberation in an auditorium for a wide variety of music might also be beneficial.     

Ray-tracing prediction of optimal conditions for speech in realistic classrooms

Recent papers have discussed the optimal reverberation times in classrooms for speech intelligibility, based on the assumption of a diffuse sound field. Here this question was investigated for more ‘typical’ classrooms with non-diffuse sound fields. A ray-tracing model was modified to predict speech-intelligibility metric U₅₀. It was used to predict U₅₀ in various classroom configurations for various values of the room absorption, allowing the optimal absorption (that predicting the highest U₅₀)—and the corresponding optimal reverberation time—to be identified in each case. The range of absorptions and reverberation times corresponding to high speech intelligibility were also predicted in each case. Optimal reverberation times were also predicted from the optimal surface-absorption coefficients using Sabine and Eyring versions of diffuse-field theory, and using the diffuse-field expression of Hodgson and Nosal. In order to validate the ray-tracing model, predictions were made for three classrooms with highly diffuse sound fields; these were compared to values obtained by the diffuse-field models, with good agreement. The methods were then applied to three ‘typical’ classrooms with non-diffuse fields. Optimal reverberation times increased with room volume and noise level to over 1 s. The accuracy of the Hodgson and Nosal expression varied with classroom size and noise level. The optimal average surface-absorption coefficients varied from 0.19 to 0.83 in the different classroom configurations tested. High speech intelligibility was, in general, predicted for a wide range of coefficients, but could not be obtained in a large, noisy classroom.     

Evaluation of acoustical conditions for speech communication in working elementary school classrooms

Detailed acoustical measurements were made in 41 working elementary school classrooms near Ottawa, Canada to obtain more representative and more accurate indications of the acoustical quality of conditions for speech communication during actual teaching activities. This paper describes the room acoustics characteristics and noise environment of 27 traditional rectangular classrooms from the 41 measured rooms. The purpose of the work was to better understand how to improve speech communication between teachers and students. The study found, that on average, the students experienced: teacher speech levels of 60.4 dB A, noise levels of 49.1 dB A, and a mean speech-to-noise ratio of 11 dB A during teaching activities. The mean reverberation time in the occupied classrooms was 0.41 s, which was 10% less than in the unoccupied rooms. The reverberation time measurements were used to determine the average absorption added by each student. Detailed analyses of early and late-arriving speech sounds showed these sound levels could be predicted quite accurately and suggest improved approaches to room acoustics design.     

Effect of noise and occupancy on optimal reverberation times for speech intelligibility in classrooms

The question of what is the optimal reverberation time for speech intelligibility in an occupied classroom has been studied recently in two different ways, with contradictory results. Experiments have been performed under various conditions of speech-signal to background-noise level difference and reverberation time, finding an optimal reverberation time of zero. Theoretical predictions of appropriate speech-intelligibility metrics, based on diffuse-field theory, found nonzero optimal reverberation times. These two contradictory results are explained by the different ways in which the two methods account for background noise, both of which are unrealistic. To obtain more realistic and accurate predictions, noise sources inside the classroom are considered. A more realistic treatment of noise is incorporated into diffuse-field theory by considering both speech and noise sources and the effects of reverberation on their steady-state levels. The model shows that the optimal reverberation time is zero when the speech source is closer to the listener than the noise source, and nonzero when the noise source is closer than the speech source. Diffuse-field theory is used to determine optimal reverberation times in unoccupied classrooms given optimal values for the occupied classroom. Resulting times can be as high as several seconds in large classrooms; in some cases, optimal values are unachievable, because the occupants contribute too much absorption.     

Reverberation times and speech transmission indices in classrooms

Octave band reverberation times, background noise levels and speech transmission indices measurements were carried out in eighteen government subsidized primary and secondary schools in Hong Kong. Various normal classroom operation conditions were considered. Results illustrate that strong correlation exists between the reverberation times and the speech transmission indices regardless of the background noise levels and their NC values in the present study. The arithmetic average of the reverberation times in the 250 Hz to 4 Hz octave bands and the 1 kHz octave band reverberation time are found to be more important in the correlation in general. These findings provide a convenient mean for speech transmission design in classrooms.     

A study on the optimal English speech level for Chinese listeners in classrooms

Speech intelligibility in classrooms affects the learning efficiency of students directly, especially for the students who are using a second language. The speech intelligibility value is determined by many factors such as speech level, signal to noise ratio, and reverberation time in the rooms. This paper investigates the contributions of these factors with subjective tests, especially speech level, which is required for designing the optimal gain for sound amplification systems in classrooms. The test material was generated by mixing the convolution output of the English Coordinate Response Measure corpus and the room impulse responses with the background noise. The subjects are all Chinese students who use English as a second language. It is found that the speech intelligibility increases first and then decreases with the increase of speech level, and the optimal English speech level is about 71 dBA in classrooms for Chinese listeners when the signal to noise ratio and the reverberation time keep constant. Finally, a regression equation is proposed to predict the speech intelligibility based on speech level, signal to noise ratio, and reverberation time.     

结合卷积神经网络与混响时间注意力机制的混响抑制

提出一种结合卷积神经网络的编解码器模型和混响时间注意力机制的混响抑制算法,该算法通过编解码器模型实现混响抑制,并利用混响时间注意力机制克服混响环境变化对混响抑制效果的影响。该算法在编码器中使用具有不同大小的卷积核来处理混响语音幅度谱,从而获得包含多尺度上下文信息的编码特征;通过引入注意力模块,实现在不同的混响时间环境中选择性地使用不同权重的编码特征生成加权特征;最后,在解码器中使用加权特征来重建混响抑制后的语音信号幅度谱。在模拟和真实的混响环境下,该算法相对于基线系统在语音混响调制能量比上分别取得了0.36 dB和0.66 dB的提升。实验结果表明,该算法可以适应不同混响环境的变化,相对基线系统在真实混响环境下具有更高的鲁棒性。      

Reverberation time and maximum background-noise level for classrooms from a comparative study of speech intelligibility metrics

Speech intelligibility metrics that take into account sound reflections in the room and the background noise have been compared, assuming diffuse sound field. Under this assumption, sound decays exponentially with a decay constant inversely proportional to reverberation time. Analytical formulas were obtained for each speech intelligibility metric providing a common basis for comparison. These formulas were applied to three sizes of rectangular classrooms. The sound source was the human voice without amplification, and background noise was taken into account by a noise-to-signal ratio. Correlations between the metrics and speech intelligibility are presented and applied to the classrooms under study. Relationships between some speech intelligibility metrics were also established. For each noise-to-signal ratio, the value of each speech intelligibility metric is maximized for a specific reverberation time. For quiet classrooms, the reverberation time that maximizes these speech intelligibility metrics is between 0.1 and 0.3 s. Speech intelligibility of 100% is possible with reverberation times up to 0.4-0.5 s and this is the recommended range. The study suggests "ideal" and "acceptable" maximum background-noise level for classrooms of 25 and 20 dB, respectively, below the voice level at 1 m in front of the talker.     

Predicting reverberation times in a simulated classroom

By varying the sound-absorption treatments in a simulated classroom, experimental results were compared with analytical and computer predictions of reverberation time. Analytical predictions were made with different absorption exponents, which are the result of different weighting procedures involving room surface areas and the sound-absorption coefficients. Sound scattering was found to influence measured reverberation times. With the amount of sound scattering provided, more accurate analytical predictions were obtained with absorption exponents that give reverberation times longer than those obtained with the Sabine absorption exponent, which consistently underpredicted reverberation times. However, none of the absorption exponents could be singled out as more adequate because of similar average accuracy. Computer predictions of reverberation time were accomplished with two commercially available ray-based programs, RAYNOISE 3.0 and ODEON 2.6, with specular and calibrated diffuse reflection procedures. Neither type of procedure, in either program, was more accurate than the best analytical predictions. With RAYNOISE, neither the specular nor the calibrated diffuse reflection procedure could be singled out as more adequate. For ODEON, the calibrated diffuse reflection procedure gave consistently more accurate predictions than its specular reflection procedure, with the best accuracy of the computer predictions.     

Fast estimation of speech transmission index using the reverberation time

The paper presents the function of STI in the domain of reverberation time. Through the application of the said function, we can quickly estimate the speech transmission index, knowing only the time of room reverberation. For that purpose we applied a known method which consists in physical estimation of speech intelligibility basing on the modulation transfer function (MTF) determined in a room. Then, the STI was described using a logarithmic function whereof argument was the room reverberation time. To verify the model, reverberation times of six rooms were measured. The selected rooms were very different deliberately. They had different cubature and shape. The selection included a small cuboid, lecture halls and a church. Then, the same rooms were modeled in the ODEON version 11.23 and their reverberation times were determined. Furthermore, the STI was determined in the ODEON and then compared with the reverberation time obtained in effect of fast estimation. The statistical verification with the use of correlation index and regression equation has demonstrated that the fast estimation yields results close to those obtained in the computer simulation in ODEON. We obtained the correlation index at the level close to 1. Furthermore, the test probability at the level lower than 0.05 bespeaks of a statistically significant linear relation for the confidence level of 95%.     

Effect of occupancy on acoustical conditions in university classrooms

Acoustical measurements were made in 12 university classrooms with and without occupants at Kangwon National University (KNU), Korea to investigate how the occupants influence the acoustical conditions of the classrooms. The mean sound absorption per occupant was calculated from the measured T₃₀ values and compared in two different groups of classrooms (6 reflective and 6 absorptive classrooms). At 250 and 500 Hz, the mean sound absorption per occupant was nearly the same for both groups of classrooms, but not in the other octave bands. The results showed that the effect of the added absorption of occupants is dependent on the acoustical conditions of the classroom. The changes in acoustical parameter values, due to added occupants in the classrooms, tended to be largest for the more reflective classrooms. The occupants may contribute to achieving more ideal reverberation times for speech (typically 0.4–0.7 s in classrooms) in the more reflective classrooms, but not in the more absorptive classrooms. A simple process is described to predict the expected effects of adding occupants to other classrooms based on the total sound absorption of unoccupied rooms.     

Speech intelligibility studies in classrooms

Speech intelligibility tests and acoustical measurements were made in ten occupied classrooms. Octave-band measurements of background noise levels, early decay times, and reverberation times, as well as various early/late sound ratios, and the center time were obtained. Various octave-band useful/detrimental ratios were calculated along with the speech transmission index. The interrelationships of these measures were considered to evaluate which were most appropriate in classrooms, and the best predictors of speech intelligibility scores were identified. From these results ideal design goals for acoustical conditions for classrooms were determined either in terms of the 50-ms useful/detrimental ratios or from combinations of the reverberation time and background noise level.     

一种基于最大似然的混响时间盲估计方法*

混响是室内声学中的重要现象,在室内设计与音频信号处理中都需要测量或估计混响时间。本文改进了一种基于最大似然估计的混响时间盲估计方法,即采用说话人在房间中自然说话时发出的混响语音信号来估计混响时间的方法。该方法首先确定语音衰减段的最优边界,其次计算该衰减段的两个额外参数,据此筛选出符合条件的语音段,最后将满足条件的语音段采用最大似然估计得到混响时间估计值。在五个不同混响时间条件下的仿真表明,与已有方法相比,改进方法估计的混响时间同真实混响时间的偏差更小,方差更低,估计准确性较高。     

Chinese speech intelligibility at different speech sound pressure levels and signal-to-noise ratios in simulated classrooms

The speech intelligibility in classroom can be influenced by background-noise levels, speech sound pressure level (SSPL), reverberation time and signal-to-noise ratio (SNR). The relationship between SSPL and subjective Chinese Mandarin speech intelligibility and the effect of different SNRs on Chinese Mandarin speech intelligibility in the simulated classroom were investigated through room acoustical simulation, auralisation technique and subjective evaluation. Chinese speech intelligibility test signals recorded in anechoic chamber were convolved with the simulated binaural room impulse responses, and then reproduced through the headphone by different SSPLs and SNRs. The results show that Chinese Mandarin speech intelligibility scores increase with increasing of SSPLs and SNRs within a certain range in simulated classrooms. Chinese Mandarin speech intelligibility scores have no significant difference with SNRs of no less than 15 dBA under the same reverberation time condition.     

Analysis of Sabine and Eyring equations and their application to concert hall audience and chair absorption

Historically, two equations have been used for predicting reverberation times, Sabine and Eyring. A precise means is presented for determining Eyring absorption coefficients alpha(eyring) when the Sabine coefficients alpha(sabine) are known, and vice versa. Thus, either formula can be used provided the absorption coefficients for the Sabine formula are allowed to exceed 1.0. The Sabine formula is not an approximation to the Eyring equation and is not a shortcoming. Given low reverberation times, the ratio of alpha(sabine) to alpha(eyring) may become greater than 2.0. It is vital that, for correct prediction of reverberation times, the absorption coefficients used in either formula must have been determined in spaces similar in size and shape, with similar locations of high absorption (audience) areas, and with similar reverberation times. For concert halls, it is found that, when the audience area (fully occupied) and midfrequency reverberation time are postulated, the hall volume is directly proportional to the audience absorption coefficient. Approximately 6% greater room volumes are needed when choosing nonrectangular versus classical-rectangular shaped halls and approximately 10% greater volumes when choosing heavily upholstered versus medium upholstered chairs. Determinations of audience sound absorption coefficients are presented, based on published acoustical and architectural data for 20 halls.     

Rating,ranking, and understanding acoustical quality in university classrooms

Nonoptimal classroom acoustical conditions directly affect speech perception and, thus, learning by students. Moreover, they may lead to voice problems for the instructor, who is forced to raise his/her voice when lecturing to compensate for poor acoustical conditions. The project applied previously developed simplified methods to predict speech intelligibility in occupied classrooms from measurements in unoccupied and occupied university classrooms. The methods were used to predict the speech intelligibility at various positions in 279 University of British Columbia (UBC) classrooms, when 70% occupied, and for four instructor voice levels. Classrooms were classified and rank ordered by acoustical quality, as determined by the room-average speech intelligibility. This information was used by UBC to prioritize classrooms for renovation. Here, the statistical results are reported to illustrate the range of acoustical qualities found at a typical university. Moreover, the variations of quality with relevant classroom acoustical parameters were studied to better understand the results. In particular, the factors leading to the best and worst conditions were studied. It was found that 81% of the 279 classrooms have "good," "very good," or "excellent" acoustical quality with a "typical" (average-male) instructor. However, 50 (18%) of the classrooms had "fair" or "poor" quality, and two had "bad" quality, due to high ventilation-noise levels. Most rooms were "very good" or "excellent" at the front, and "good" or "very good" at the back. Speech quality varied strongly with the instructor voice level. In the worst case considered, with a quiet female instructor, most of the classrooms were "bad" or "poor." Quality also varies with occupancy, with decreased occupancy resulting in decreased quality. The research showed that a new classroom acoustical design and renovation should focus on limiting background noise. They should promote high instructor speech levels at the back of the classrooms. This involves, in part, limiting the amount of sound absorption that is introduced into classrooms to control reverberation. Speech quality is not very sensitive to changes in reverberation, so controlling it for its own sake should not be a design priority.     

The impact of urban noise on primary schools. Perceptive evaluation and objective assessment

This paper aims to assess the impact of environmental noise in the vicinity of primary schools and to analyze its influence in the workplace and in student performance through perceptions and objective evaluation. The subjective evaluation consisted of the application of questionnaires to students and teachers, and the objective assessment consisted of measuring in situ noise levels. The survey covered nine classes located in three primary schools. Statistical Package for Social Sciences was used for data processing and to draw conclusions. Additionally, the relationship of the difference between environmental and background noise levels of each classroom and students with difficulties in hearing the teacher’s voice was examined. Noise levels in front of the school, the schoolyard, and the most noise-exposed classrooms (occupied and unoccupied) were measured. Indoor noise levels were much higher than World Health Organization (WHO) recommended values: L_Aeq,30min averaged 70.5 dB(A) in occupied classrooms, and 38.6 dB(A) in unoccupied ones. Measurements of indoor and outdoor noise suggest that noise from the outside (road, schoolyard) affects the background noise level in classrooms but in varying degrees. It was concluded that the façades most exposed to road traffic noise are subjected to values higher than 55.0 dB(A), and noise levels inside the classrooms are mainly due to the schoolyard, students, and the road traffic. The difference between background (L_A95,30min) and the equivalent noise levels (L_Aeq,30min) in occupied classrooms was 19.2 dB(A), which shows that students’ activities are a significant source of classroom noise.     

Comparing the effects of reverberation and of noise on speech recognition in simulated electric-acoustic listening

Cochlear implant users report difficulty understanding speech in both noisy and reverberant environments. Electric-acoustic stimulation (EAS) is known to improve speech intelligibility in noise. However, little is known about the potential benefits of EAS in reverberation, or about how such benefits relate to those observed in noise. The present study used EAS simulations to examine these questions. Sentences were convolved with impulse responses from a model of a room whose estimated reverberation times were varied from 0 to 1 sec. These reverberated stimuli were then vocoded to simulate electric stimulation, or presented as a combination of vocoder plus low-pass filtered speech to simulate EAS. Monaural sentence recognition scores were measured in two conditions: reverberated speech and speech in a reverberated noise. The long-term spectrum and amplitude modulations of the noise were equated to the reverberant energy, allowing a comparison of the effects of the interferer (speech vs noise). Results indicate that, at least in simulation, (1) EAS provides significant benefit in reverberation; (2) the benefits of EAS in reverberation may be underestimated by those in a comparable noise; and (3) the EAS benefit in reverberation likely arises from partially preserved cues in this background accessible via the low-frequency acoustic component.     

The effect of overlap-masking on binaural reverberant word intelligibility

Reverberation interferes with the ability to understand speech in rooms. Overlap-masking explains this degradation by assuming reverberant phonemes endure in time and mask subsequent reverberant phonemes. Most listeners benefit from binaural listening when reverberation exists, indicating that the listener's binaural system processes the two channels to reduce the reverberation. This paper investigates the hypothesis that the binaural word intelligibility advantage found in reverberation is a result of binaural overlap-masking release with the reverberation acting as masking noise. The tests utilize phonetically balanced word lists (ANSI-S3.2 1989), that are presented diotically and binaurally with recorded reverberation and reverberation-like noise. A small room, 62 m3, reverberates the words. These are recorded using two microphones without additional noise sources. The reverberation-like noise is a modified form of these recordings and has a similar spectral content. It does not contain binaural localization cues due to a phase randomization procedure. Listening to the reverberant words binaurally improves the intelligibility by 6.0% over diotic listening. The binaural intelligibility advantage for reverberation-like noise is only 2.6%. This indicates that binaural overlap-masking release is insufficient to explain the entire binaural word intelligibility advantage in reverberation.     

Statistical comparison of reverberation times measured by the integrated impulse response and interrupted noise methods, computationally simulated with ODEON software, and calculated by Sabine, Eyring and Arau-Puchades’ formulas

This paper evaluates several procedures to determine the reverberation time, RT, in a classroom. These procedures are: (1) measurement by the integrated impulse response method, (2) measurement by the interrupted noise method, (3) computer simulation using ODEON Version 9.0 software, and (4) calculations using the Sabine, Eyring, and Arau-Puchades formulas. The resulting data are analyzed statistically to verify their similarity. No statistical difference was found between the values obtained by the two measuring methods. The computer simulation produced accurate data. The best formula for calculating RT in the classroom in question is Eyring’s formula.