Noise, Nurture or Neutral: Soundscapes of Open Vs Closed Learning Spaces and their Effect on Student Discourse

Abstract

This study explored teachers’ perceptions of soundscapes in open and closed learning spaces and their influence on classroom communication, discourse, concentration and collaboration. A qualitative multiple case study design was employed in five Hyderabad Public Primary Schools. A total of 10 teachers, two from each school were selected through purposive sampling to ensure in depth exploration of classroom experiences across different learning environments. Data were collected through semi structured interviews and classroom observations to analyze the data and identified key patterns related to classroom sound environments and their impact on teaching and learning processes. The findings revealed that soundscapes in open learning spaces were perceived by teachers as supportive. While open environments encouraged student interaction, peer discourse and collaborative learning, excessive noise often disrupted concentration and reduced clarity of communication. In contrast, closed classrooms were perceived as more acoustically controlled environments that facilitated clearer instruction, improved student focus and more structured participation, although they sometimes limited interaction and peer dialogue. Teachers reported that sound related factors such as background noise, echo, overlapping speech and classroom layout significantly influenced students’ attention, engagement and quality of discourse. The study concludes that neither open nor closed learning spaces are universally effective or ineffective, in fact, their impact depends on how sound is managed within the classroom context. A balanced sound environment is essential to support both interactive learning and focused attention. The study recommends improved classroom design, teacher training in sound management and effective classroom organization strategies to enhance communication, participation and learning outcomes in primary school settings.