Effects of face masks and acoustical environments on speech recognition by preschool children in an auralised classroom

The potential impact of mask-wearing specifically on early-childhood speech and language development in classrooms has not been widely reported yet, although face masks are compulsory even in educational settings during the COVID-19 pandemic. This study investigated the combined effects of face-mask usage (no mask, surgical and KF94 masks) and room acoustics (RT 0.6 s and 1.2 s, SNR 12 dB and 22 dB) on speech recognition (KS-MWL-P) in preschool children (N = 67) in realistic classroom-acoustic settings using the auralisation technique. The face mask and reverberation time affected pre-schoolers’ speech recognition scores. Reducing RT in the classroom improved the pre-schoolers’ speech recognition that was reduced by face masks. Children aged 4 and 5 years were affected by face masks and RT more significantly than children aged 6 years. Appropriate room acoustics for classrooms and clear speech of teachers are recommended for better speech recognition in preschool, where pre-schoolers’ language and speech development usually occur.