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The hospital soundscape is known for high noise levels and a perception of chaos, leading to concerns about its impact on patients, families, professionals, and other hospital staff. This study investigates the relationship between sound, Annoyance, and sleep quality in a multi-patient neurology ward. A mixed-methods approach was employed. Interviews were conducted with medical staff (n = 7) to understand their experiences with sound. Questionnaires and sleep tracking devices (n = 20) assessed patient sleep quality and Annoyance caused by sound events. In addition, listeners (n = 28) annotated 429 nighttime audio recordings to identify sound sources and rate Annoyance level, which we considered the key emotional descriptor for patients. Over 9,200 sound events were analysed. While snoring, a patient-generated sound dominated the nighttime soundscape and was highly rated for Annoyance, and staff-generated sounds such as speech and footsteps were found to contribute more to accumulated Annoyance due to their extended duration. This study suggests that patient sleep quality can be improved by focusing on design interventions that reduce the impact of specific sounds. These might include raising awareness among staff about activities that might produce annoying sounds and implementing strategies to mitigate their disruptive effects.

Abstract Background This paper presents the results of a set of experiments in which we used continuous auditory feedback to augment motor training exercises. This feedback modality is mostly underexploited in current robotic rehabilitation systems, which usually implement only very basic auditory interfaces. Our hypothesis is that properly designed continuous auditory feedback could be used to represent temporal and spatial information that could in turn, improve performance and motor learning. Methods We implemented three different experiments on healthy subjects, who were asked to track a target on a screen by moving an input device (controller) with their hand. Different visual and auditory feedback modalities were envisaged. The first experiment investigated whether continuous task-related auditory feedback can help improve performance to a greater extent than error-related audio feedback, or visual feedback alone. In the second experiment we used sensory substitution to compare different types of auditory feedback with equivalent visual feedback, in order to find out whether mapping the same information on a different sensory channel (the visual channel) yielded comparable effects with those gained in the first experiment. The final experiment applied a continuously changing visuomotor transformation between the controller and the screen and mapped kinematic information, computed in either coordinate system (controller or video), to the audio channel, in order to investigate which information was more relevant to the user. Results Task-related audio feedback significantly improved performance with respect to visual feedback alone, whilst error-related feedback did not. Secondly, performance in audio tasks was significantly better with respect to the equivalent sensory-substituted visual tasks. Finally, with respect to visual feedback alone, video-task-related sound feedback decreased the tracking error during the learning of a novel visuomotor perturbation, whereas controller-task-related sound feedback did not. This result was particularly interesting, as the subjects relied more on auditory augmentation of the visualized target motion (which was altered with respect to arm motion by the visuomotor perturbation), rather than on sound feedback provided in the controller space, i.e., information directly related to the effective target motion of their arm. Conclusions Our results indicate that auditory augmentation of visual feedback can be beneficial during the execution of upper limb movement exercises. In particular, we found that continuous task-related information provided through sound, in addition to visual feedback can improve not only performance but also the learning of a novel visuomotor perturbation. However, error-related information provided through sound did not improve performance and negatively affected learning in the presence of the visuomotor perturbation.