The purpose of this paper is to systematically map research on the effect of classroom acoustics and noise on high school students’ listening, learning and well-being, as well as identify knowledge gaps to inform future research.
This scoping review followed the PRISMA-ScR protocol. A comprehensive search of four online databases (ERIC, PubMed, Scopus and Web of Science) was conducted. Peer-reviewed papers were included if they conducted a study on the effect of classroom acoustics or noise on students’ listening, learning or well-being; had a clear definition of the noise level measurement; were conducted with high school students; and had the full text in English available.
In total, 14 papers met the criteria to be included in the review. The majority of studies assessed the impact of noise on students’ listening, learning or well-being. Overall, the results showed that higher noise levels have a negative effect on students’ listening, learning and well-being. Effects were even more pronounced for students who were non-native speakers or those with special educational needs such as hearing loss. Therefore, it would be beneficial to limit unnecessary noise in the classroom as much as possible through acoustic insulation, acoustic treatment and classroom management strategies.
This paper is the first review paper to synthesize previous research on the effect of classroom acoustics and noise on high school students’ listening, learning and well-being. It provides an analysis of the limitations of existing literature and proposes future research to help fill in these gaps.
