Students’ Cognitive Performance in Different Acoustic Conditions at Different Educational Stages

The quality of the acoustic environment is crucial for facilitating learning, as students primarily learn through listening to teachers and peers. Environmental noise, especially in educational settings like schools, poses a significant concern. Prolonged exposure to noise during critical learning periods can hinder development and have lasting effects on educational achievement. Poor acoustic quality leads to greater cognitive effort, making it harder to process and retain information, thus impacting perception negatively. However, the precise impact of noise on skills beyond listening requires further investigation. This study aims to deepen understanding of how noise exposure affects students’ cognitive processes across different educational stages. Primary school children and university students underwent neuropsychological exercises testing working memory, attention, inhibition, and problem-solving skills. They were tested in both quiet and noisy conditions. Quiet conditions simulated typical background noise during individual tasks, while noise conditions included babble noise with additional transient events. Physical and noise parameters were measured during the tests, and a questionnaire on perceived cognitive effort was administered. Results indicate that noise has a positive impact on attention and inhibition in children while it has no clear effect on the cognitive functions of the young adults.