Environmental noise (EN) refers to unpleasant harmful sounds that deteriorates living conditions. Therefore, this study aims to investigate how EN affects students at learning commons, where EN increases between 70 and 90 dBA, and which levels disturb psycho-physiologically. For this purpose, 16 students of Tecnologico de Monterrey were recruited: nine men and seven women. They were divided into four groups, and were involved in two activities: to solve a puzzle of 300 pieces without and with EN at 75 dBA. In both activities, a summative evaluation based on the level of puzzle completeness, and the electrophysiological monitoring of heart and blink rate, and neural electrical activity were conducted. Results showed that student performance was 4% higher in a quiet room than in learning commons. EN increased heart rate in 3.48%, and blink rate in 22.91%, and neural electrical activity was reduced at least in 3%, regardless of task demands. The findings of the present study suggest that academic work is difficult to undertake in learning commons when EN is above the permissible limit, and what diminishes the performance of students and alters their electrophysiological functioning.

环境噪声 (EN) 是指使生活条件恶化的令人不快的有害声音。因此，本研究旨在调查 EN 如何影响学生的学习共同体，其中 EN 在 70 到 90 dBA 之间增加，以及哪些水平会干扰心理生理。为此，蒙特雷技术学院招募了 16 名学生：9 名男性和 7 名女性。他们被分为四组，并参与了两项活动：在 75 dBA 的情况下，在不使用和使用 EN 的情况下解决 300 块拼图。在这两项活动中，都进行了基于拼图完整性水平的总结性评估，以及对心脏和眨眼率以及神经电活动的电生理监测。结果表明，学生在安静的房间里的表现比在公共学习场所高 4%。EN 心率增加 3.48%，和眨眼率为 22.91%，神经电活动至少减少 3%，无论任务要求如何。本研究的结果表明，当 EN 高于允许的限度时，学术工作很难在学习公共领域进行，这会降低学生的表现并改变他们的电生理功能。