应用“终身倾听学习”评估框架对教室中远程麦克风对儿童聆听、学习和福祉有效性的范围综述
A Scoping Review of the Effectiveness of Remote Microphones in Classrooms on Children's Listening, Learning, and Well-Being Applying the Listen to Learn for Life Assessment Framework.
文献信息
| PMID | 42841805 |
|---|---|
| 原文 | 在 PubMed 查看原文 ↗ |
| 发表日期 | 2026 |
| 作者 | Kiri Mealings |
| 作者单位 | Department of Linguistics, Macquarie University, Sydney, New South Wales, Australia. |
| 期刊 | Language, speech, and hearing services in schools |
| SCI 分区 | Q1 |
| IF | 3.4 |
| 研究类型 | 综述 Meta · 临床 |
| 所属专科 | 耳科 |
中文摘要
目的： 本范围综述文章旨在了解教室中远程麦克风对0-18岁儿童聆听、学习和福祉的有效性。
方法： 本范围综述文章遵循系统综述和范围综述报告规范的首选报告项目扩展版。使用PICO（人群、干预、比较、结局）框架概述纳入标准。于2025年11月17日检索了Web of Science、PsycInfo、MEDLINE和PubMed。符合条件的研究根据以下内容进行图表化：人群；比较（无设备 vs. 设备，设备 vs. 设备）；用于评估聆听、学习或福祉的测量方法；研究结果；以及远程麦克风对儿童聆听、学习或福祉的影响。
结果： 去除重复后，检索共返回686篇论文。其中，66篇论文符合纳入综述的标准。听力损失儿童是研究最多的人群，聆听是研究最多的结局。
结论： 远程麦克风倾向于对所有研究人群中教室聆听提供益处，因此应推荐在教室中用于可能聆听困难的儿童。它们还可以为某些人群提供学习和福祉益处，尽管这方面研究较少，且污名化可能是一个问题。远程麦克风仅在佩戴麦克风的人说话时才有益。需要更多关于在多个说话者和小组合作场景中使用远程麦克风的研究，但本综述文章显示其在讲座式教学中的益处是明显的。
补充材料： https://doi.org/10.23641/asha.34071150。
英文摘要
PURPOSE: The aim of this scoping review article was to understand the effectiveness of remote microphones in classrooms on listening, learning, and well-being for children aged 0-18 years.
METHOD: This scoping review article followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. The PICO (population, intervention, comparison, outcome) framework was used to outline the eligibility criteria. Web of Science, PsycInfo, MEDLINE, and PubMed were searched on November 17, 2025. Eligible studies were charted according to the population; the comparison (no device vs. device, device vs. device); the measure used to assess listening, learning, or well-being; the findings of the study; and the effect of the remote microphone on children's listening, learning, or well-being.
RESULTS: A total of 686 papers were returned in the search after removing duplicates. Of these, 66 papers met the criteria to be included in the review. Children with hearing loss was the most studied population, and listening was the most studied outcome.
CONCLUSIONS: Remote microphones tend to provide benefit to classroom listening in all populations investigated, so they should be recommended in the classroom for children who may be struggling to listen. They can also provide learning and well-being benefits to some populations, although this was less studied and stigma could be an issue. Remote microphones were only beneficial when the person wearing the microphone was speaking. More research is needed on using remote microphones where there are multiple speakers and in group work scenarios, but their benefits in lecture-style teaching were apparent from this review article.
SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.34071150.