Avaliação da interferência do ruído e da qualidade acústica no desempenho cognitivo do usuário de sala de aula com uso da realidade virtual
Many of the activities performed by human beings require a certain degree of attention and concentration that can be influenced by the environment where they are. The acoustics of an environment, whether insulation or room acoustic, can interfere with the cognitive performance of people, influenci...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/56739 |
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| Resumo: | Many of the activities performed by human beings require a certain degree of attention and concentration
that can be influenced by the environment where they are. The acoustics of an environment, whether
insulation or room acoustic, can interfere with the cognitive performance of people, influencing their
success in activities that require more concentration. The classroom is an example of an environment that,
among other characteristics, must have adequate acoustics to provide students with a satisfactory
environment for teaching-learning functions. Several studies indicate that the teaching-learning process can
be impaired by unsatisfactory classroom acoustics, which deteriorates the students' understanding of the
teacher's speech, besides causing physiological effects, such as stress and fatigue. In Brazil, attention to the
acoustic treatment of classrooms can be considered recent and still not very extensive, and its importance
may not be perceived even by students who have never studied in a classroom with proper acoustics,
therefore the classroom was used for the application of this research The general objective of this thesis is
to evaluate the interference of external noise under different room acoustic conditions, through
combinations of insulation levels and acoustic conditioning, on the cognitive performance of users in
classrooms. The specific objectives can be listed as: 1 - To analyze the room acoustics of a real classroom
through measurements and simulations to support auralizations in different sound conditions; 2 - To
evaluate, in a virtual reality environment, the influence of different levels of sound insulation and room
acoustics on student attention through auralizations; 3 - To evaluate the interference of different types of
noises, common in educational spaces, on the user's level of attention, in the virtual environment; and 4 -
To compare the results obtained through cognitive tests with the subjective perception of the participants.
The present research addresses a quali-quantitative study, whose methodological procedures involve
acoustic measurements and simulations, auralizations, creation of virtual reality environment, application of
serial recall test and statistical analysis with hypothesis testing. A pilot study was conducted in a virtual reality
environment, with five different acoustic conditions, to evaluate the influence of noise on users regarding
these conditions through a cognitive performance test. Acoustic insulation and conditioning were simulated
in two conditions, one being satisfactory and one unsatisfactory for each of the parameters. These
conditions were combined with each other in the auralization process, in addition to the "silent" condition,
whose audio reproduced pink noise in order to mask possible intrusive noises from the real environment.
The pilot study was conducted in Germany (n=16) and replicated as an object experiment in Brazil with
another group of participants (n=17) using traffic noise as the residual noise for the test. The results of this
study indicate that there was a high variability in the hit rate among participants in all conditions, who had
similar mean hits among themselves. Factors of fatigue and response time to the experiment were evaluated,
and were not shown to have a trend in behavior according to the order in which the test was taken. One
factor observed in the study was the importance of varying the audio recording so that cyclic repetition does
not condition the participant to predict sound events, a situation that would not happen in a real situation.
Thus, a new test, this time conducted with conversational noise, considered a longer duration recording.
The results of this test (n=44) also presented similar averages between the acoustic conditions. However, it
was possible to observe variations in the set of results in each of these conditions, indicating that residual
conversation noise influences cognitive performance more when isolation is poor, since hit rates were lower
in these conditions. Room acoustic also indicated influences, so that the results of the hit rates were higher
with the test under conversational noise when the sound was unintelligible. Considering only the
experiments conducted in Brazil, the results of both tests under different types of noise were compared
with each other, resulting in a greater interference of conversation noise on the cognitive performance of
users compared to traffic noise. |
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