2026 ASEE Annual Conference & Exposition

Noise levels in elementary classrooms can influence student learning and teacher experiences. Excessive noise can lead to reduced focus, increased off-task behavior, and lower academic accomplishments, especially for students in early elementary grades when attention and language development are most critical. While teachers often rely on classroom management strategies to maintain a positive learning environment, technological solutions have the potential to provide real-time feedback and positively influence student behavior. This paper explores the relationship between classroom noise levels and learning outcomes in Kindergarten through Second Grade settings, and evaluates an engineered device designed to encourage quieter classrooms.
A literature review was conducted to examine correlations between noise levels and student behavior and learning outcomes. Findings from prior research indicate that higher classroom noise levels are associated with increased behavioral disruptions and lower academic achievement. These findings highlight the need for simple, effective interventions that support teachers in maintaining a quieter, more focused learning environment.
To address this need, a device was designed and developed that monitors classroom sound levels and provides real-time feedback to students. The device gives multiple opportunities for students to maintain a quieter environment. Teachers can use the device as part of a positive reinforcement strategy, providing incentives such as extra recess or special activities if the class maintains an acceptable noise level for a set period of time.
The device was tested in early-elementary classrooms over the course of one week. Teachers completed surveys evaluating their experiences with the device. Teacher surveys asked: (1) to what extent the device made the classroom quieter, (2) whether it improved the learning environment, and (3) how user-friendly it was, each on a 0–5 scale. Open-ended feedback was also collected for suggested improvements.
This study aims to answer three primary research questions: (1) What is the relationship between noise level and student learning and experience? (2) Does the engineered device effectively reduce classroom noise? (3) Does the device improve the learning environment? Preliminary findings suggest that simple, student-centered engineering interventions may effectively support teachers in maintaining quieter, more productive classrooms. This work demonstrates the potential of integrating engineering solutions into classroom management practices, creating environments that better support young learners.