The Impact of Computer-Mediated Immediate Feedback on Developing Oral Presentation Skills: An Exploratory Study in Virtual Reality

Autor/inn/en	Van Ginkel, Stan; Ruiz, Dominic; Mononen, Asko; Karaman, Cendel; de Keijzer, Ander; Sitthiworachart, Jirarat
Titel	The Impact of Computer-Mediated Immediate Feedback on Developing Oral Presentation Skills: An Exploratory Study in Virtual Reality
Quelle	In: Journal of Computer Assisted Learning, 36 (2020) 3, S.412-422 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Ginkel, Stan) ORCID (Ruiz, Dominic) ORCID (Karaman, Cendel) ORCID (Sitthiworachart, Jirarat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12424
Schlagwörter	Feedback (Response); Teaching Methods; Computer Mediated Communication; Instructional Effectiveness; Oral Language; Performance; Computer Simulation; Computer Assisted Instruction; Learning Processes; Comparative Analysis; Student Attitudes; Time Management + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Unterrichtserfolg; Oral interpretation; Mündlicher Sprachgebrauch; Achievement; Leistung; Computergrafik; Computersimulation; Computer based training; Computerunterstützter Unterricht; Learning process; Lernprozess; Schülerverhalten; Zeitmanagement
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01