The relationship between social inhibitions and various measures of communication skills in two types of digital simulations

Abstract

Teacher education simulations are useful for learning communication skills under authentic conditions. However, they can also inspire social inhibitions, particularly among individuals who experience anxiety in interpersonal situations. Digital simulations have the potential to provide alternative, safe spaces for socially inhibited students to practice communication skills. It is unclear, however, which formats of digital simulations are the most effective. In this study, we analysed video camera-based and avatar-based learning environments in which simulations were conducted. We also used observations and self-reports—before and after the simulation—to measure competences. In an experimental design, sixty-one pre-service teachers were randomly assigned to video camera or avatar-based simulations. Our findings suggest that avatar-based simulations help reduce social inhibitions; students feel more competent after participating in role-plays compared to before. Such effects did not appear in video camera-based simulations, either in self-assessment or external assessment. Due to the extensive time and labour required to conduct this study, the sample was relatively small. These are, therefore, preliminary results that need to be verified in further studies.