Roberta Di Palma, Simon Beausaert, Dominik Mahr, Jonas Heller, Tim Hilken
{"title":"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","authors":"Roberta Di Palma, Simon Beausaert, Dominik Mahr, Jonas Heller, Tim Hilken","doi":"10.1111/jcal.70097","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70097","citationCount":"0","resultStr":"{\"title\":\"Does Using Virtual Reality to Enhance Students' Presentation Skills Work? The Role of Feedback and Presence\",\"authors\":\"Roberta Di Palma, Simon Beausaert, Dominik Mahr, Jonas Heller, Tim Hilken\",\"doi\":\"10.1111/jcal.70097\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>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.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 5\",\"pages\":\"\"},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2025-08-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70097\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70097\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70097","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Does Using Virtual Reality to Enhance Students' Presentation Skills Work? The Role of Feedback and Presence
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.
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
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
