Effect of Noise and Space on Learning During Online Classes

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Priti Das

Independent Researcher

West Bengal, India

Abstract

The rapid shift to online learning environments during and after the COVID‑19 pandemic has highlighted the critical role of students’ physical surroundings in shaping educational outcomes. This manuscript examines how two environmental factors—ambient noise levels and the spatial characteristics of learning spaces—affect attention, engagement, and academic performance in synchronous online classes. A mixed‑methods design was employed, combining quantitative surveys (n = 250) assessing perceived noise disturbance and spatial adequacy with qualitative interviews (n = 30) exploring lived experiences. Results indicate that high ambient noise correlates with decreased concentration (r = –0.52, p < 0.001) and that inadequate workspace (e.g., cramped quarters, poor ergonomics) is associated with lower self‑reported engagement (r = –0.47, p < 0.001). Interview data reveal that students adapt through noise‑mitigation strategies (e.g., headphones, white noise apps) and spatial reconfiguration when feasible. Further analysis shows that these adaptations, while helpful, often introduce new challenges—such as discomfort from prolonged headphone use or reduced collaborative learning when retreating to isolated spaces. Additionally, demographic factors (e.g., household size, socioeconomic status) moderated the degree to which students could implement such strategies effectively.

Beyond individual coping mechanisms, institutional and policy‑level interventions emerged as crucial for equitable online education. Recommendations include guidance on low‑cost physical adaptations, establishment of community “learning hubs” for those lacking adequate home space, and redesigning curricula to integrate asynchronous activities that accommodate environmental variability. By situating environmental psychology within digital pedagogy, this study not only quantifies the impact of noise and space on learning but also offers a roadmap for educators and policymakers to foster inclusive, resilient online learning ecosystems. These findings advance the field by bridging theoretical models of attention and ergonomics with the practical realities of home‑based education, ultimately contributing to more effective and equitable digital learning experiences.

Keywords

Noise disturbance; learning space adequacy; online education; student engagement; environmental factors

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