Speech intelligibility in higher education teaching facilities

Paterson-Stephens, Iain; Rutherford, Peter; Wilson, Robin

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 (

Citation

Paterson-Stephens, I., Rutherford, P., & Wilson, R. (2014). Speech intelligibility in higher education teaching facilities. Acoustics Bulletin, 39(2),

• Journal Article Type: Article
• Acceptance Date: Feb 1, 2014
• Publication Date: Mar 31, 2014
• Deposit Date: Sep 12, 2017
• Publicly Available Date: Sep 12, 2017
• Journal: Acoustics Bulletin
• Print ISSN: 0308-437X
• Electronic ISSN: 0308-437X
• Publisher: Institute of Acoustics
• Peer Reviewed: Peer Reviewed
• Volume: 39
• Issue: 2
• Public URL: https://nottingham-repository.worktribe.com/output/724049
• Publisher URL: http://www.ioa.org.uk/sites/default/files/Acoustics%20Bulletin%20March-April%202014.pdf
• Related Public URLs: http://www.ioa.org.uk/