The impact of environmental noise on the cognitive functions and mental workload of high school students

Chen, Jocelyn; AuBuchon, Angela M · 2025 · Crossref

DOI: 10.59720/24-061

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Summary

This study investigates the impact of low-level environmental noise on the cognitive functions and mental workload of high school students, addressing a gap in literature that has primarily focused on young children or adults exposed to higher noise levels (>70 dBA). Motivated by the prevalence of noise pollution in urban schools from sources like aircraft and construction, the researchers sought to determine if noise levels below the CDC’s “harmful” threshold (<70 dBA) affect academic performance and subjective cognitive strain in teenagers. The study involved 70 high school students (ages 14–17) from an upstate New York school who completed three cognitive tasks: the Toulouse-Piéron task for sustained attention, a word-to-picture matching task for recollection, and a shortened PSAT/SAT reading comprehension test. Participants performed these tasks under one of five conditions: quiet (ambient classroom noise), 30 dBA of aircraft noise, 30 dBA of construction noise, 60 dBA of aircraft noise, or 60 dBA of construction noise. Task accuracy was measured by error rates, while mental workload was assessed using the NASA Task Load Index (NASA-TLX). Multiple linear regression analyses were used to evaluate the effects of noise level and type on both accuracy and workload. The results indicated that neither noise level nor noise type significantly impacted task accuracy across any of the three cognitive measures. Students performed equally well regardless of the background noise condition. However, noise level significantly increased perceived mental workload for all tasks. Students exposed to 30 dBA and 60 dBA of background noise reported significantly higher NASA-TLX scores than those in quiet conditions, with those at 60 dBA reporting the highest workload. Noise type did not significantly predict workload or accuracy, suggesting that aircraft and construction noise had similar effects. The findings suggest that while students can maintain accuracy in noisy environments, they must recruit additional attentional resources to do so, resulting in greater cognitive strain. The significance of these findings lies in the discrepancy between objective performance and subjective experience. Although low-level noise does not reduce test scores, it increases mental demand, which could lead to fatigue or reduced productivity over time. The authors conclude that educators and administrators should recognize that noise levels commonly found in classrooms (<70 dBA) impose a significant cognitive burden on students. The study recommends further longitudinal research and suggests practical interventions, such as sound-absorbing materials or traffic rerouting, to mitigate noise-related cognitive strain in educational settings.

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