Does Using Virtual Reality to Enhance Students' Presentation Skills Work? The Role of Feedback and Presence

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-08-18 DOI:10.1111/jcal.70097

Roberta Di Palma, Simon Beausaert, Dominik Mahr, Jonas Heller, Tim Hilken

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Abstract

Background

Despite the recognised potential of Virtual Reality (VR) in education, the role of VR in enhancing presentation skills remains uncertain. Mixed findings, coupled with low adoption rates in educational settings, highlight the need to investigate how current VR applications are designed to facilitate effective learning outcomes for students.

Objectives

Grounded in constructivist and situated learning theories, which emphasise learning through active engagement and real-world contexts, this study examines how specific VR design features, namely, feedback mechanisms (feedback awareness and feedback usefulness) and presence types (social and spatial presence), relate to student motivation and performance in presentations.

Methods

In a one-group pre-test-post-test field study, 285 university students participated in 30-min individual VR training sessions focused on presentation skills refinement. Using structural equation modelling, this study assessed the relationships between feedback and presence elements with student motivation and performance outcomes.

Results and Conclusions

Analysis revealed that feedback awareness and social presence were positively associated with students' motivation to refine their presentation skills. Effective feedback mechanisms, particularly those that enhance feedback awareness and usefulness, were crucial for skill transfer, while increased social presence was associated with improved academic performance in the classroom. Conversely, spatial presence was unexpectedly negatively related to both motivation and performance, suggesting that how VR creates spatial elements may influence learning outcomes. By examining the nuances of these VR features, this study offers valuable insights for software developers and educators aiming to improve university students' presentation skills through VR training applications.

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利用虚拟现实提高学生的演讲技巧是否有效？反馈和在场的作用

尽管虚拟现实（VR）在教育中的潜力得到了认可，但VR在提高演讲技巧方面的作用仍不确定。调查结果好坏参半，再加上教育环境中的采用率较低，突显出有必要调查当前的VR应用程序是如何设计的，以促进学生有效的学习成果。本研究以建构主义和情境学习理论为基础，强调通过积极参与和现实世界的背景来学习，研究了具体的VR设计特征，即反馈机制（反馈意识和反馈有用性）和存在类型（社会和空间存在）与学生在演讲中的动机和表现之间的关系。方法采用一组前测后测的实地研究方法，285名大学生参加了30分钟的个人VR训练课程，重点是提高演讲技巧。本研究采用结构方程模型，评估了反馈和在场因素与学生动机和成绩结果之间的关系。结果与结论分析表明，反馈意识和社会存在与学生改进演讲技巧的动机呈正相关。有效的反馈机制，特别是那些增强反馈意识和有用性的机制，对技能转移至关重要，而增加的社交存在与课堂上学习成绩的提高有关。相反，空间存在与动机和表现出乎意料地呈负相关，这表明VR如何创造空间元素可能会影响学习结果。通过研究这些VR功能的细微差别，本研究为旨在通过VR培训应用提高大学生演讲技能的软件开发人员和教育工作者提供了有价值的见解。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope