Effectiveness of the use of voice amplification systems in the educational field: A systematic review
DOI:
https://doi.org/10.56294/saludcyt20251171Keywords:
voice amplification, vocal health, educationAbstract
Introduction: teachers face high vocal demands, increasing the risk of developing voice disorders due to overexertion. This study reviews the use of voice amplification systems and their effect on educators' vocal health.
Methods: a systematic literature review was conducted with articles published between 2013 and 2024 in Spanish, English, or Portuguese in the Scopus, PubMed, and EBSCO databases using the PRISMA methodology.
Results: studies show that portable voice amplifiers can reduce vocal intensity and fundamental frequency, minimizing vocal load and improving speech clarity in educational settings. However, this would only be effective in the presence of a previous vocal pathology.
Conclusions: the use of voice amplification systems could be advantageous for teachers with previous vocal problems, especially women, although more research is required to determine their long-term safety and prevent potential vocal damage. It is recommended to combine amplification with other preventive measures such as acoustic improvements and voice care programs for comprehensive management of teachers' vocal health.
References
1. Health disorders and teachers’ voices: a workers’ health issue. Rev Lat Am Enfermagem. 2009;17(4):566–72. http://dx.doi.org/10.1590/s0104-11692009000400020
2. Gimenez SRML, Madazio G, Zambon F, Behlau M. Análise da timidez na desvantagem vocal percebida em professores. CoDAS. 2019;31(3):e20180149. http://dx.doi.org/10.1590/2317-1782/20182018149
3. Sala E, Laine A, Simberg S, Pentti J, Suonpää J. The prevalence of voice disorders among day care center teachers compared with nurses: a questionnaire and clinical study. J Voice. 2001;15(3):413–23. http://dx.doi.org/10.1016/S0892-1997(01)00042-X
4.Galletti B, Sireci F, Mollica R, Iacona E, Freni F, Martines F, et al. Vocal Tract Discomfort Scale (VTDS) and Voice Symptom Scale (VoiSS) in the early identification of Italian teachers with voice disorders. Int Arch Otorhinolaryngol. 2020;24(3):e323–9. http://dx.doi.org/10.1055/s-0039-1700586
5. Bovo R, Trevisi P, Emanuelli E, Martini A. Voice amplification for primary school teachers with voice disorders: a randomized clinical trial. Int J Occup Med Environ Health. 2013;26(3):363–72.http://dx.doi.org/10.2478/s13382-013-0115-1
6. Barreto D, Cháux_O, Estrada M, Sánchez J, Moreno M, Camargo M. Factores ambientales y hábitos vocales en docentes y funcionarios de pre-escolar conalteraciones de voz. Rev. Salud Publica. 2011;13(3):410-20.Disponible en: https://scielosp.org/pdf/rsap/2011.v13n3/410-420/es
7. Atará-Paraquive ÁP, Ángel-Gordillo LF. Amplificación vocal en el ámbito ocupacional educativo: una revisión de la literatura. Rev Fac Med Univ Nac Colomb. 2018;66(3):485–93. http://dx.doi.org/10.15446/revfacmed.v66n3.58517
8. McCormick CA, Roy N. El amplificador de voz portátil ChatterVox™: ¿un medio para reducir la dosis de vibración? J Voz 2002; 16:502–8. http://doi.org/dcv3d9
9. Bovo R, Galceran M, Petruccelli J, Hatzopoulos S. Vocal problems among teachers: evaluation of a preventive voice program. J Voice. 2007;21(6):705–22. http://dx.doi.org/10.1016/j.jvoice.2006.07.002
10. Assad JP, Gama ACC, Santos JN, de Castro Magalhães M. The effects of amplification on vocal dose in teachers with dysphonia. J Voice. 2019;33(1):73–9. http://dx.doi.org/10.1016/j.jvoice.2017.09.011
11. Banks RE, Cantor-Cutiva LC, Hunter E. Factors influencing teachers’ experience of vocal fatigue and classroom voice amplification. J Voice. 2022. http://dx.doi.org/10.1016/j.jvoice.2022.06.026
12. Masson MLV, de Araújo TM. Protective strategies against dysphonia in teachers: Preliminary results comparing voice amplification and 0.9% NaCl nebulization. J Voice. 2018;32(2):257.e1-257.e10.http://dx.doi.org/10.1016/j.jvoice.2017.04.013
13. Souza EVS, Bassi IB, Gama ACC. Voice amplifier: effects on dose and vocal intensity of teachers without dysphonia. CoDAS. 2021;33(5):e20200091. http://dx.doi.org/10.1590/2317-1782/20202020091
14. Sundram ER, Norsa’adah B, Mohamad H, Moy FM, Husain NRN, Shafei MN. The effectiveness of a voice care program among primary school teachers in northeastern Malaysia. Oman Med J. 2019;34(1):49–55. http://dx.doi.org/10.5001/omj.2019.08
15.Teixeira LC, Behlau M. Comparison between vocal function exercises and voice amplification. J Voice. 2015;29(6):718–26. http://dx.doi.org/10.1016/j.jvoice.2014.12.012
16. Trinite B, Astolfi A. The impact of sound field amplification systems on speech perception of pupils with and without language disorders in natural conditions. Appl Acoust. 2021;175(107824):107824. http://dx.doi.org/10.1016/j.apacoust.2020.107824
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Bárbara Farías-Fritz, Marilyn San Martín Cofré, Andrea María Palma Contreras, Angel Roco-Videla (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
