Talkers adjust their vocal effort to communicate at different distances, aiming to compensate for the sound propagation losses. The present paper studies the influence of four acoustically different rooms on the speech produced by 13 male talkers addressing a listener at four distances. Talkers raised their vocal intensity by between 1.3 and 2.2 dB per double distance to the listener and lowered it as a linear function of the quantity “room gain” at a rate of −3.6 dB/dB. There were also significant variations in the mean fundamental frequency, both across distance (3.8 Hz per double distance) and among environments (4.3 Hz), and in the long-term standard deviation of the fundamental frequency among rooms (4 Hz). In the most uncomfortable rooms to speak in, talkers prolonged the voiced segments of the speech they produced, either as a side-effect of increased vocal intensity or in order to compensate for a decrease in speech intelligibility.

/pdf/vocal-effort-with-changing-talker-to-listener-distance-in-1num9ur0bp.pdf

Vocal effort with changing talker-to-listener distance in different acoustic environments

Teachers often suffer from health problems related to their voice. These problems are related to their working environment, including the acoustics of the lecture rooms. However, there is a lack of studies linking the room acoustic parameters to the voice produced by the speaker. In this pilot study, the main goals are to investigate whether objectively measurable parameters of the rooms can be related to an increase in the voice sound power produced by speakers and to the speakers' subjective judgments about the rooms. In six different rooms with different sizes, reverberation times, and other physical attributes, the sound power level produced by six speakers was measured. Objective room acoustic parameters were measured in the same rooms, including reverberation time and room gain, and questionnaires were handed out to people who had experience talking in the rooms. It is found that in different rooms significant changes in the sound power produced by the speaker can be found. It is also found that these changes mainly have to do with the size of the room and to the gain produced by the room. To describe this quality, a new room acoustic quantity called “room gain” is proposed.

/pdf/increase-in-voice-level-and-speaker-comfort-in-lecture-rooms-1e4vuz3hdd.pdf

Increase in voice level and speaker comfort in lecture rooms.

https://lup.lub.lu.se/search/ws/files/1425705/7758793.pdf

Teachers' Voice Use in Teaching Environments: A Field Study Using Ambulatory Phonation Monitor.

Acoustics and activity noise in school classrooms in Finland

Objective acoustic parameters have been measured in 30 school classrooms. These parameters include usual descriptors of the acoustic quality from the listeners’ standpoint, such as reverberation time, speech transmission index, and background noise level, and two descriptors of the acoustic properties for a speaker: Voice support and room gain. This paper describes the measurement method for these two parameters and presents a prediction model for voice support and room gain derived from the diffuse field theory. The voice support for medium-sized classrooms with volumes between 100 and 250 m3 and good acoustical quality lies in the range between −14 and −9 dB, whereas the room gain is in the range between 0.2 and 0.5 dB. The prediction model for voice support describes the measurements in the classrooms with a coefficient of determination of 0.84 and a standard deviation of 1.2 dB.

Measurement and prediction of voice support and room gain in school classrooms

Teachers belong to the group of professional voice users who often suffer from voice disorders. A reduction of the voice capacity can impede or stop the exertion of their profession. One reason for a significantly increased prevalence of voice problems can be poor room acoustical conditions in the class rooms. About the half of the teachers of a secondary modem school in Aachen were investigated with respect to their voice status by using phoniatric, logopedic and objective voice analysis methods. The prevalence of voice problems in this group was found to exceed previous studies where subjective voice quality was rated. Four rather reverberant and loud class rooms in that school were analysed using measurements of the reverberation time, T 30 . and the speech transmission index, STI. In a further part of this joint project the change of voice quality during the teachers' working day was analysed. Two of the four rooms were acoustically optimised. Members of two groups of teachers with and without voice problems were recorded before and after teaching in either one of the acoustically poor rooms or one of the newly renovated rooms. The results indicate statistically significant differences between the groups of subjects with respect to one or more voice parameters. Healthy subjects are less affected by unfavourable room acoustical conditions than subjects with voice problems.

Experimental investigations of the influence of room acoustics on the teacher's voice

Teachers belong to the group of professional voice users who often suffer from voice disorders. One reason for a significantly increased prevalence of voice problems can be poor room acoustical conditions in the classrooms. In this study, four rather reverberant and loud classrooms in a primary school in Aachen were analyzed using measurements of the reverberation time, T20, and the speech transmission index, STI. About half of the school’s teachers were investigated with respect to their voice status by using phoniatric, logopedic, and objective voice analysis methods. The prevalence of voice problems in this group was found to exceed previous studies where subjective voice quality was rated. In a second part of this joint project the change of voice quality during the teachers’ working day was analyzed. Two of the four rooms were acoustically optimized. Members of two groups of teachers with and without voice problems were recorded before and after teaching in either one of the acoustically poor rooms o...

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Experimental investigations of the influence of room acoustics on the teacher's voice

Experimental investigations of the influence of room acoustics on the teacher's voice