The Impact of Computer-Mediated Delayed Feedback on Developing Oral Presentation Skills: an Experimental Study in Virtual Reality

Abstract

Previous studies emphasize that feedback is essential for acquiring presentation skills. However, it remains unknown whether computer-mediated delayed feedback, provided in Virtual Reality (VR) without the intervention of the teacher, impacts students’ public speaking skills. Recent technological developments allowed to convert quantitative information from VR-systems into qualitative feedback messages that directly relate to the standards for high-quality feedback. This experimental field study, therefore, focuses on the impact of automated, qualitative feedback messages in a VR-system on students’ presentation skills development (n = 60). The effects are compared with a validated condition in which the delayed VR-feedback is delivered by an expert. Mixed methods, including validated rubrics and self-evaluation tests, are used for data collection. This study aims to refine educational design principles concerning effective feedback in presentation curricula. Furthermore, the results should provide insights about supporting feedback processes while releasing the pressure on resources such as time and staffing.