Effects of an ambient learning display on noise levels and perceived learning in a secondary school

Feb 1, 2021·
Bernardo Tabuenca
,
Dirk Börner
Marco Kalz
Marco Kalz
· 1 min read
Abstract
Recent reviews addressing the impact of noise exposure in teaching and learning situations conclude negative effects on learning performance. Providing objective real-time feedback on noise is key for teachers and students to adjust it into suitable levels. This experimental work presents the results from a study exploring the visual feedback based on noise level and the impact on students’ (n = 198) perceived learning performance collected in 24 sessions. The results suggest persuasive effects of the ambient display on the groups and an improvement of noise awareness in students. Measurements of perceived learning- performance, and perceived noise were collected and correlated with the objective noise samples concluding poorer perceived learning performance in noisiest groups. Finally, implications for further research as well as lessons learned to moderate noise levels in classrooms using ambient displays are discussed.
Type
Publication
IEEE Transactions on Learning Technologies, 14(1), 69-80
publications publications

Tabuenca, B., Börner, D., & Kalz, M. (2021). Effects of an ambient learning display on noise levels and perceived learning in a secondary school. IEEE Transactions on Learning Technologies. 14(1). 69-80.

Ambient Displays Feedback Amplifiers Internet of Things Mobile Agents Learning Analytics Noise Smart Learning Environments
Marco Kalz
Authors
Marco Kalz
Professor of Educational Technology

I am a researcher in educational technology whose work explores how digital technologies reshape learning, teaching, and educational institutions. My research combines educational technology, learning sciences, feedback research, and critical perspectives on digital transformation.Current areas of interest include peer feedback and feedback literacy, open and networked learning, AI and misinformation in education, digital learning ecologies, and the societal implications of data-driven and platform-based education. Methodologically, my work spans empirical learning research, psychometric scale development, design-oriented research, and conceptual analyses of digital transformation in education.

I am working as a full professor of educational technology and Chief Information/Chief Digital Officer (CIO/CDO) at the Heidelberg University of Education. I serve as associate editor of the International Journal of Artificial Intelligence in Education and editorial board member of the Journal of Computing in Higher Education. I am a senior-fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). I work as director of the study program E-Learning and Media Education and director of the Heidelberg Centre for Digital Transformation in Education. Over the years I could secure approx. 4 Mio EUR of research funding for my institutions from competitive projects with a total budget of 36 Mio EUR. I have been an invited keynote speaker on more than 60 conferences and events. Besides European projects I am regularly involved in educational innovation and consulting projects with partners inside and outside of my institutions including clients like the International Labour Organisation, United Nations Environment Program, the European Commission, UNESCO, OECD or other international and national organizations.