Dr. Miguel Galiana Martínez

Publicaciones

• Subjective evaluation of music hall acoustics: Response of expert and non-expert users

  The research was carried out through a ?eld study in 17 auditoria of the Valencia Region (Spain). Perceptions regarding the acoustic quality of these venues were studied in a group of non-experts (236) and other of experts (74). Differences of perception between both collectives were identi?ed and analysed. The main factors characterising the subjective preference of each group were determined (5 factors for non-experts and 6 for experts) and their in?uence on the global acoustic assessment was quanti?ed. Furthermore, predicting perceptual models were built and the utility of the methodology was tested through the semantic pro?les of two venues not included in the above analysis. This methodology was useful for studying music hall acoustics from the viewpoints of experts and non-experts and it may also enable optimization of design features of music halls. 2012 Elsevier Ltd.

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• Impact of architectural variables on acoustic perception in concert halls

  The aim of the present study was to analyze whether architectural variables (visual component) affect acoustic perception in concert halls and quantify this influence. This analysis was carried out implementing the Semantic Differential method and differentiating among experts and non-experts users. A total of 310 subjects assessed in situ 17 concert halls. Results showed that acoustic perception was influenced by the visual component, and acoustic parameters had an influence on architecture as well. However, when separating both groups, it was found that experts were able to isolate acoustic variables from architecture when evaluating the sound quality of a venue.

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• The Challenge of Developing and Assessing Transversal Competences in Higher Education Engineering Courses

  Challenges in competence assessment as well as alignment of formative assessment, methodologies and learning outcomes are discussed based on a series of experiences. Experience evidence that competence development requires designing activities oriented towards competence development, in which learning outcomes and assessment procedures are clearly defined. The alignment of these three elements is the key for competence development since succeeding in a course by achieving the defined learning outcomes implies succeeding in the acquisition of the generic competences planned.

  ISSN 0949-149X