The impact of computer‐mediated immediate feedback on developing oral presentation skills: An exploratory study in virtual reality.
Feedback plays a central role in learning. Crucial to this is the nature and timing of the feedback. This experimental study explores the efficacy of immediate computer‐mediated feedback within a virtual reality environment designed to facilitate the development of pre‐university students' presentat...
| Publicado en: | Journal of Computer Assisted Learning Vol. 36; no. 3; pp. 412 - 423 |
|---|---|
| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2020
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=143217454&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 143217454 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2020 vid: 36 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 143217454 143217454 143217454 10.1111/jcal.12424 143217454 ppf: 412 ppct: 11 formats: tig: atl: The impact of computer‐mediated immediate feedback on developing oral presentation skills: An exploratory study in virtual reality. aug: au: Van Ginkel, Stan Ruiz, Dominic Mononen, Asko Karaman, Cendel Keijzer, Ander Sitthiworachart, Jirarat affil: Hogeschool Utrecht, University of Applied Sciences, Utrecht, The Netherlands sug: subj: Feedback Methods Computers and Computerization Communication Skills Skill Acquisition Virtual Reality Students, College Outcome Assessment Human Experimental Studies Learning Methods Motivation Questionnaires T-Tests Analysis of Variance Student Attitudes Randomized Controlled Trials ab: Feedback plays a central role in learning. Crucial to this is the nature and timing of the feedback. This experimental study explores the efficacy of immediate computer‐mediated feedback within a virtual reality environment designed to facilitate the development of pre‐university students' presentation skills. Two conditions were established to assess the efficacy: immediate computer‐mediated feedback; a control condition of delayed expert‐mediated feedback. Results showed improvement but no statistically relevant difference in performance gains between the two conditions, suggesting both can facilitate learning. Furthermore, students perceived the environment to be an effective and motivating platform in which to practise presentation skills. For educators seeking viable alternatives to face‐to‐face presentation practice and feedback, the finding that immediate computer‐mediated feedback is potentially as effective in aiding presentation performance is crucial for two reasons: first, it expands practice opportunities for students; second, it could result in less pressure on resources, including time and staffing. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|