WHITE PAPER SUMMARY

Australian Research Snapshot

In this paper, we summarize leading research papers cited around the world in education.

A.  Sound Field Amplification in Education: Massie and Dillon National Acoustic Laboratory 2006

Part 1: Impact on Learning Outcomes

Part 2: Teacher & Student Opinions

How do learning outcomes improve when teachers voices and the communications from students are boosted by powered sound in a classroom environment, this is called generically “Sound Field Amplification” or SFA.

      Optimizing Outcomes for Neurodiverse Learners:

Summary of highly referenced peer reviewed studies in Education environments identified by the National Acoustics Laboratory of Australia:

Citations:

1. Sound-amplification-in-school-contexts_25_03_04_16_36_35.pdf
2. Schafer-et-al-2014-Use-wireless-technology-children-w-APDs-ADHD-language-disorders.pdf
3. Schafer-et-al-2016-Assistive-technology-evaluations-RM-technology-for-children-w-ASD.pdf
4. Mealings-et-al-Dillon-2015-Investigating-acoustics-sample-open-plan-enclosed-Kindergarten-classrooms-Australia.pdf
5. Murgia-et-al-2023-Sys-rev-lit-sp-intel-classroom-acoustics-in-elementary-schools.pdf
6. Mealings-et-al-2024-Effects-classroom-acoustic-cond-teacher-hlth-well-being-Scoping-rev.pdf

A: Sound Field Amplification: Massie and Dillon National Acoustic Laboratory 2006.

Part 1: Impact on Learning Outcomes

Optimizing Learning Environments for Every Child

As an advocate for children's auditory access in the classroom for over two decades, at ClearaSound we have seen first hand the transformative power of sound-field amplification (SFA). A study, conducted in 2006 by Massie and Dillon in the Australian Journal of Education, reinforces what we know: SFA isn't just for students with diagnosed hearing impairments; it benefits every child, particularly in our diverse, often acoustically challenging, Australian classrooms.

Massie & Dillon 2006 Part 1: Measuring Education Outcomes.

The Challenge: Noise and Comprehension

Our classrooms are rarely acoustically ideal. Excessive noise and reverberation significantly hinder a child's ability to clearly hear and comprehend instruction. Remember, young listeners are more susceptible to noise interference than adults, and their auditory processing skills are still developing well into their teens. This challenge is amplified for students learning English as a second language (ESL) and those from Aboriginal and Torres Strait Islander backgrounds, where middle-ear issues can be prevalent.

The Solution: Sound-Field Amplification

SFA systems amplify the teacher's voice evenly throughout the room, overcoming background noise and reverberation. This ensures that all students, regardless of their location in the classroom or their listening abilities, have clear access to instruction.

Key Findings from the Massie and Dillon Study 2006 National Acoustics Laboratory

The impact of sound-field amplification in mainstream cross-cultural classrooms: Part 1 Educational outcomes 2006

This research, conducted in Year 2 classrooms, provides compelling evidence of SFA's effectiveness:

• Improved Educational Outcomes: SFA demonstrably enhanced children's acquisition of skills in reading, writing, and numeracy.
• Benefits Across Linguistic Backgrounds: The positive impact was consistent whether children were native English speakers or ESL learners.
• Acoustic Considerations Matter: The study highlighted the importance of addressing classroom acoustics to support children's learning, which aligns with the understanding of children needing to hear well enough to discriminate word-sound distinctions (phonemes).

Practical Implications for Australian Educators

• Embrace SFA as a Universal Design for Learning tool: Consider implementing SFA systems in all classrooms, not just those with students identified as having hearing difficulties.
• Prioritize Teacher Training: Ensure teachers receive comprehensive training on the effective use of SFA systems, including microphone techniques and strategies to maximize their benefits.
• Advocate for Acoustically Sound Classrooms: Encourage your school administration to invest in acoustic treatments to reduce noise and reverberation.
• Consider Dual-Channel Systems: Explore dual-channel SFA systems, allowing for simultaneous use by two teachers or enabling student participation via a "pass-around" microphone. This research highlighted the potential benefits of peer exchanges, and the "pass-around" microphone can be integral to this.

Conclusion

SFA is a simple yet powerful tool that can dramatically improve the learning environment for all students. By addressing the acoustic challenges inherent in our classrooms, we can ensure that every child has the opportunity to reach their full potential. As educators, we have a responsibility to create inclusive and accessible learning spaces, and SFA is a crucial step in that direction.

Please see the measurable impacts in improved reading writing and number skills below.

A: Sound Field Amplification: Massie and Dillon National Acoustic Laboratory 2006.

Part 2: Teacher and Student Opinions.

Sound-Field Amplification: Amplifying Connections, Transforming Classrooms

This research, a vital follow-up to their earlier work in Part 1, delves into the lived experience of Sound Field Amplification (SFA) from the perspectives of teachers and students in diverse Australian classrooms. Massie and Dillon's findings provide compelling validation for SFA as a transformative tool that enhances communication, reduces teacher strain, and fosters more inclusive learning environments.

Beyond Acoustics: Bridging Cultural Gaps Through Sound

The importance of clear communication in cross-cultural classrooms cannot be overstated. This study recognizes that teachers and students bring different perspectives, expectations, and understandings to the classroom, potentially leading to misunderstandings. SFA emerges as a bridge, ensuring that all voices are heard and understood, fostering a more equitable and collaborative learning environment, especially in Australian Aboriginal and Torres Strait Islander populations.

Teacher Voices: Amplification Reduces Strain, Enhances Performance

The TOPIC (Teacher Opinions re Performance in Classrooms) rating scale revealed significant teacher-reported improvements in student attention, communication strategies, and classroom behaviour when SFA systems were in operation. Critically, the systems reduced vocal strain. This is not a trivial finding; vocal health is paramount for teachers' well-being and longevity in the profession. By minimizing the need to project their voices, SFA protects teachers' vocal cords, reducing fatigue and the risk of vocal pathology.

Student Perspectives: Hearing Better, Learning Better

The student questionnaires revealed a high level of satisfaction with the SFA systems. Children reported that they could hear better, clearer, and louder, leading to improved comprehension and engagement. As teachers are so keen on ensuring students have access to peer exchanges as reported by Eriks Brophy & Crago (1994), then by using a second microphone which can be passed around the students as suggested by Flexer (2002), can be integral to these exchanges. This aligns with years of research confirming the critical role of auditory access in learning and development. When students can clearly hear and understand instruction, they are more likely to participate actively, ask questions, and engage with the material.

Real-World Impact: Insights from the Classroom

The study highlights the positive impact of SFA across various classroom dynamics:

• Enhanced Attention: Teachers observed increased attentiveness among students, leading to improved focus and concentration.
• Improved Communication: SFA facilitated clearer communication between teachers and students, fostering a more interactive and responsive learning environment.
• Positive Behaviour: Teachers noted improvements in classroom behaviour, suggesting that SFA can help reduce distractions and create a more conducive atmosphere for learning.

A Call to Action: Prioritizing Auditory Accessibility in Australian Classrooms

Massie and Dillon's research underscores the urgent need to prioritize auditory accessibility in Australian classrooms. This is not merely about addressing the needs of students with diagnosed hearing impairments; it's about creating optimal learning environments for all children.

Investing in the Future: A Holistic Approach

Implementing SFA is not a standalone solution but part of a holistic approach to improving classroom acoustics. It's essential to consider factors such as:

• Acoustic Treatment: Reducing noise and reverberation through the use of sound-absorbing materials can further enhance the benefits of SFA.
• Teacher Training: Providing teachers with comprehensive training on the effective use of SFA systems is crucial to maximizing their impact.
• Policy and Advocacy: Advocating for policies that prioritize auditory accessibility in schools is essential to ensuring that all students have the opportunity to thrive.

Recommendation: Evidence-Based Implementation

Based on this research and ClearaSound’s extensive experience in the field of hear9ing augmentation, we strongly recommend the following:

• Widespread Adoption of SFA: Implement SFA systems in all mainstream classrooms, with a particular focus on cross-cultural settings.
• Dual-Channel Systems for Enhanced Interaction: Prioritize dual-channel systems that allow for simultaneous use by teachers and students, fostering more dynamic and collaborative learning experiences.
• Ongoing Evaluation and Refinement: Continuously evaluate the effectiveness of SFA systems and refine implementation strategies based on feedback from teachers and students.

In Conclusion: A Vision for an Audibly Accessible Future

By embracing SFA and prioritizing auditory accessibility, we can create classrooms where every voice is heard, every child has the opportunity to reach their full potential, and every teacher can thrive in a healthy and supportive work environment. This is not just a technological intervention; it's an investment in the future of Australian education.

Results Highlights: Charting Responses:

Teacher Questionnaire:

The teachers in this study were asked to rate a number of statements regarding their impressions on various subject areas following use of sound-field amplification. Table 2 details the responses as to whether they agreed with the statement, were uncertain, or disagreed with the statement.

Child questionnaire:

The children were asked to describe how they felt when their teacher was using the microphone. The response from 10 of the 12 classes was they felt ‘happier’ when the microphone was in use; one class (class 11) responded they felt ‘the same’, and one class (class 4) was ‘undecided’.

Each class of children was asked to say what they liked, and disliked, when their teacher was using the microphone. The responses are contained in Tables 6. Some classes had more than one response. The majority of answers in Table 6 relate to the fact that many children identified that they could hear better, clearer or louder.

These tables report the feedback on the pass around microphone for children to use in class (e.g ClearaSound Q BALL)

The children were asked whether they liked using the microphone themselves. Each of the 12 classes responded ‘Yes’. When asked ‘Why?’, the majority of class answers related to the fact that they could hear their own voice louder, hear others better, and it was fun. Some classes gave more than one response. Table 8 outlines the responses.

Each of the 12 classes responded ‘Yes’ to the final question ‘Do you like your friends to use the microphone?’ The majority of reasons, detailed in Table 9, alluded to hearing better. Some classes gave more than one response.

B. Amplifying Connection: Optimizing Outcomes for Neurodiverse Learners

     By [ROD POWER], Auditory Accessibility Consultant Leader | CLEARASOUND

1. The Silent Crisis: How Poor Acoustics Sabotage Learning

Classrooms are battlegrounds of noise—chairs scrape, HVAC systems hum, and reverberation that distorts speech. For students with Neuro-sensitivity, hearing impairments, intellectual disabilities, or other sensory sensitivities (e.g., autism), this creates a "cognitive tax," forcing them to expend energy decoding sounds instead of learning. Key acoustic villains:

• Signal-to-Noise Ratio (SNR) < +15dB: Teacher voices drown in background noise.
• Reverberation > 0.4 seconds: Sound lingers, blurring speech clarity.
• Unaddressed External Noise: Traffic, adjacent classrooms, or HVAC systems add chaos.

2. Neurodiversity Demands Auditory Equity

Students with high cognition but sensory sensitivities (e.g., gifted autistics) face a paradox: their brains process sound intensely, yet traditional accommodations often overlook their need for predictable acoustic environments. Poor acoustics exacerbate:

• Sensory overload, triggering anxiety or shutdowns.
• Auditory processing delays, misread as inattention.
• Social disconnection, as peer interactions become overwhelming.

3. Sound-Field Amplification (SFA) with ClearaSound Classroom Connect:

The Neuro-Inclusive Game-Changer

SFA systems amplify teacher voices evenly, creating a "sonic safety net." Evidence from Harper-Hill et al. shows:

• +35% engagement in students with intellectual disabilities when SNR improves.
• Reduced vocal strain for teachers (critical for sustaining inclusive practices).
• Dual-channel systems enable peer interaction via "pass-around" mics, fostering social inclusion.

Pro Tip: Pair ClearaSound Classroom Connect with RMHAs (Remote Microphone Hearing Aids like Q BALL) for students with profound hearing loss.

4. Beyond Tech: Universal Design for Auditory Access for ALL STUDENTS

Step 1: Audit Your Classroom

• • Use apps like SoundOut Room Acoustics Analyzer to measure reverberation and SNR.
  • Prioritize soft surfaces (carpets, curtains) to absorb 60%+ of rogue noise where possible

Step 2: Sensory-Zoned Classrooms

• • Designate low-reverberation "quiet zones" for focused work.
  • Use visual timers to prepare neuro-sensitive students for noisy group activities.

Step 3: Teacher Training

• • Microphone mastery: Avoid "mic drop" habits (e.g., turning away from speakers).
  • Pacing: Consider slower speech by 20% to aid auditory processing.

5. Policy Meets Practice: A Call to Action

For Schools:

• Consider ClearaSound Classroom CONNECT is supported by evidence-backed strategies.
• Classroom Acoustics are mandated by AS/NZS 2107:2016 acoustics standards in all new builds.
• ClearaSound Classroom Connect is Guaranteed to overcome existing classroom acoustics

• Academic: Students in optimized classrooms show 2.4x faster literacy growth (Wilson et al., 2019).
• Social-Emotional: Reduced meltdowns and improved peer collaboration reported in 78% of neurodiverse cohorts.
• Teacher Retention: 92% report reduced vocal fatigue, sustaining career longevity.

The evidence is IN!

7. The Future is now with ClearaSound Classroom Connect

Final Note: Auditory equity isn’t a luxury—it’s the foundation of neuro-inclusive education.

By mastering the management of sound using NEW technologies, we transform classrooms into sanctuaries of connection, where every student’s cognitive potential is unlocked when they are able to achieve COMPREHENSION