Integrating Virtual Reality-Based Simulation and Biofeedback Monitoring into Vocal Training: Investigating Cognitive Mechanisms of Singing and Sensorimotor Adaptation.

Abstract

The increasing complexity of vocal training, particularly in the control of internal physiological processes, necessitates the integration of technologies capable of enhancing sensorimotor learning and self-regulation. Traditional vocal pedagogy remains limited in accessing and monitoring underlying physiological mechanisms, resulting in a gap between subjective perception and objective performance control. The present study aimed to evaluate whether an immersive training environment integrating virtual reality and multimodal biofeedback could improve short-term physiological, acoustic, and cognitive outcomes during vocal training compared with conventional instruction. A randomized controlled pre-post design was implemented across three universities in China (Beijing). The sample comprised 107 students (aged 18-30 years), randomly assigned to a control group (n = 53) and an experimental VR group (n = 54). The findings indicate significant improvements in the VR group: a reduction in muscle activity (- 6.29 vs. -2.93 in the control group; p < 0.001; d = 0.71) and respiratory variability (- 0.048 vs. -0.022; p < 0.001; d = 1.05). Additionally, increased pitch stability (4.91 vs. 2.37; p < 0.001; d = 0.78) and reduced shimmer were observed. A negative correlation was identified between vocal awareness and EMG (r = - 0.273; p = 0.004). Participants receiving VR-based multimodal biofeedback demonstrated greater short-term improvements in physiological, acoustic, and subjective outcomes than those receiving conventional instruction. These findings are consistent with enhanced sensorimotor adaptation during training within an information-rich learning environment. Although further studies are required to evaluate long-term retention, transfer of learning, and the independent contributions of VR and biofeedback, the proposed approach may complement existing vocal pedagogy by providing learners with additional physiological information during practice.