Abstract:

Practical training in auditory perception requires not only exposure to experimental tasks but also conditions that allow students to develop accurate conceptual understanding and methodological skills. In this context, the quality of the acoustic setup may play a key role in shaping both performance and learning outcomes.

The main objective of this teaching innovation project was to enhance the educational experience and learning quality of the practical sessions in Perception Psychology (Bachelor’s Degree in Psychology) and the complementary activities in Biological Physics (Master’s Degree in Biomedical Physics) at the Complutense University of Madrid (UCM) that involve auditory stimuli. To achieve this goal, professional audio equipment and calibration tools were used to compensate different acoustic limitations, such as the effects of classroom dimensions and acoustic conditions on the auditory scene.

The implemented system included digital room correction software (SoundID Reference, Sonarworks), a measurement condenser microphone (Behringer ECM 8000), a calibrated external audio interface (Focusrite Scarlett 2i2), and high-quality loudspeakers (KRK Rokit 5). Audiometric calibration and equipment were provided through the Research Support Center Techniques for Behavioral Analysis of the Faculty of Psychology, including a clinical audiometer (Audiotest 225), enabling comparison between classroom-based measurements and clinical-type measurements.

In both faculties, a classroom experiment was conducted to measure the audibility curve in order to compare the impact of using professional equipment versus standard classroom systems (computer-based playback and basic loudspeakers). Additionally, students in the Faculty of Physics performed tasks on perceptual speech recognition and audio signal simulation. In the Faculty of Psychology, some students repeated the audibility curve measurement using the Audiotest 225 audiometer, and satisfaction surveys were conducted regarding both their learning experience and auditory habits.

Overall, the results showed that the use of calibrated professional equipment not only improves performance, with results closer to standard thresholds (ISO 1961 and 2003), but also enhances students’ understanding of key psychophysical concepts and increases their learning of experimental procedures. Furthermore, the findings highlight the importance of promoting healthy listening habits from an early age. Students exposed to controlled acoustic conditions demonstrated more consistent performance and reported a clearer understanding of the relationship between stimulus properties and perceptual responses.

From an educational perspective, the findings suggest that access to appropriate acoustic infrastructure supports deeper learning, reduces the risk of misconceptions derived from poor signal quality, and promotes more critical engagement with experimental methods. Furthermore, the project contributed to raising awareness of healthy listening habits among students.

It is worth noting that more than 200 students from both faculties participated in the activities during the 2023–2024 academic year, highlighting the scope of the teaching innovation and the collaborative work of the project team.

Keywords:

Acoustic calibration, Environmental bias, Professional audio equipment, Audibility curve, Student learning experience.