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Microphone arrays consisting of sensors mounted on the surface of a rigid, spherical scatterer are popular tools for the capture and binaural reproduction of spatial sound scenes. However, microphone arrays with a perfectly spherical body and uniformly distributed microphones are often impractical for the consumer sector, in which microphone arrays are generally mounted on mobile and wearable devices of arbitrary geometries. Therefore, the binaural reproduction of sound fields captured with arbitrarily shaped microphone arrays has become an important field of research. In this work, we present a comparison of methods for the binaural reproduction of sound fields captured with non-spherical microphone arrays. First, we evaluated equatorial microphone arrays (EMAs), where the microphones are distributed on an equatorial contour of a rigid, spherical 1.
Second, we evaluated a microphone array with six microphones mounted on a pair of glasses. Using these two arrays, we conducted two listening experiments comparing four rendering methods based on acoustic scenes captured in different rooms2. The evaluation includes a microphone-based stereo approach (sAB stereo), a beamforming-based stereo approach (sXY stereo), beamforming-based binaural reproduction (BFBR), and BFBR with binaural signal matching (BSM). Additionally, the perceptual evaluation included binaural Ambisonics renderings, which were based on measurements with spherical microphone arrays. In the EMA experiment we included a fourth-order Ambisonics rendering, while in the glasses array experiment we included a second-order Ambisonics rendering. In both listening experiments in which participants compared all approaches with a dummy head recording we applied non-head-tracked binaural synthesis, with sound sources only in the horizontal plane. The perceived differences were rated separately for the attributes timbre and spaciousness. Results suggest that most approaches perform similarly to the Ambisonics rendering. Overall, BSM, and microphone-based stereo were rated the best for EMAs, and BFBR and microphone-based stereo for the glasses array.
Due to the COVID-19 pandemic, university students worldwide have experienced drastic changes in their academic and social lives, with the rapid shift to online courses and contact restrictions being reported among the major stressors. In the present study, we aimed at examining students’ perceived stress over the course of the pandemic as well as individual psychological and social coping resources within the theoretical framework of the Transactional Model of Stress and Coping in the specific group of STEM students. In four cross-sectional studies with a total of 496 computer science students in Germany, we found that students reported significantly higher levels of perceived stress at both measurement time points in the second pandemic semester (October/November 2020; January/February 2021) as compared to the beginning of the first (April/May 2020), indicating that students rather became sensitized to the constant pandemic-related stress exposure than habituating to the “new normal”. Regarding students’ coping resources in the higher education context, we found that both high (a) academic self-efficacy and (b) academic online self-efficacy as well as low (c) perceived social and academic exclusion among fellow students significantly predicted lower levels of students’ (d) belonging uncertainty to their study program, which, in turn, predicted lower perceived stress at the beginning of the first pandemic semester. At the beginning of the second pandemic semester, we found that belonging uncertainty still significantly mediated the relationship between students’ academic self-efficacy and perceived stress. Students’ academic online self-efficacy, however, no longer predicted their uncertainty about belonging, but instead had a direct buffering effect on their perceived stress. Students’ perceived social and academic exclusion among fellow students only marginally predicted their belonging uncertainty and no longer predicted their perceived stress 6 months into the pandemic. We discuss the need and importance of assessing and monitoring students’ stress levels as well as faculty interventions to strengthen students’ individual psychological and social coping resources in light of the still ongoing pandemic.