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...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 5; pp. 1 - 24 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2025
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| 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=188234197&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188234197 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2025 vid: 41 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 188234197 188234197 188234197 10.1111/jcal.70097 188234197 ppf: 1 ppct: 23 formats: tig: atl: Does Using Virtual Reality to Enhance Students' Presentation Skills Work? The Role of Feedback and Presence. aug: au: Di Palma, Roberta Beausaert, Simon Mahr, Dominik Heller, Jonas Hilken, Tim affil: Department of Marketing and Supply Chain Management, Maastricht University, Maastricht, the Netherlands sug: subj: Virtual Reality Feedback Communication Skills Skill Acquisition Student Assignments Spatial Perception Motivation Academic Performance Human Male Female Adolescence Adult Pretest-Posttest Design Structural Equation Modeling Conceptual Framework Outcomes of Education Data Analysis Software Scales Adolescent: 13-18 years Adult: 19-44 years Male Female ab: 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. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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