Speech intelligibility in higher education teaching facilities
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 environme...
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| Format: | Article |
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Institute of Acoustics
2014
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| Online Access: | https://eprints.nottingham.ac.uk/45821/ |
| _version_ | 1848797199389949952 |
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| author | Paterson-Stephens, Iain Rutherford, Peter Wilson, Robin |
| author_facet | Paterson-Stephens, Iain Rutherford, Peter Wilson, Robin |
| author_sort | Paterson-Stephens, Iain |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T20:00:05Z |
| format | Article |
| id | nottingham-45821 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T20:00:05Z |
| publishDate | 2014 |
| publisher | Institute of Acoustics |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-458212024-08-15T15:14:56Z https://eprints.nottingham.ac.uk/45821/ Speech intelligibility in higher education teaching facilities Paterson-Stephens, Iain Rutherford, Peter Wilson, Robin 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. Institute of Acoustics 2014-03-31 Article PeerReviewed Paterson-Stephens, Iain, Rutherford, Peter and Wilson, Robin (2014) Speech intelligibility in higher education teaching facilities. Acoustics Bulletin, 39 (2). pp. 42-48. ISSN 0308-437X http://www.ioa.org.uk/sites/default/files/Acoustics%20Bulletin%20March-April%202014.pdf |
| spellingShingle | Paterson-Stephens, Iain Rutherford, Peter Wilson, Robin Speech intelligibility in higher education teaching facilities |
| title | Speech intelligibility in higher education teaching facilities |
| title_full | Speech intelligibility in higher education teaching facilities |
| title_fullStr | Speech intelligibility in higher education teaching facilities |
| title_full_unstemmed | Speech intelligibility in higher education teaching facilities |
| title_short | Speech intelligibility in higher education teaching facilities |
| title_sort | speech intelligibility in higher education teaching facilities |
| url | https://eprints.nottingham.ac.uk/45821/ https://eprints.nottingham.ac.uk/45821/ |