ABSTRACT
Environmental noise (EN) refers to unpleasant harmful sounds that deteriorates living conditions. Therefore, this study aims to investigate how EN affects students at learning commons, where EN increases between 70 and 90 dBA, and which levels disturb psycho-physiologically. For this purpose, 16 students of Tecnologico de Monterrey were recruited: nine men and seven women. They were divided into four groups, and were involved in two activities: to solve a puzzle of 300 pieces without and with EN at 75 dBA. In both activities, a summative evaluation based on the level of puzzle completeness, and the electrophysiological monitoring of heart and blink rate, and neural electrical activity were conducted. Results showed that student performance was 4% higher in a quiet room than in learning commons. EN increased heart rate in 3.48%, and blink rate in 22.91%, and neural electrical activity was reduced at least in 3%, regardless of task demands. The findings of the present study suggest that academic work is difficult to undertake in learning commons when EN is above the permissible limit, and what diminishes the performance of students and alters their electrophysiological functioning.
