Evolution of music performance anxiety and quality of performance during virtual reality exposure training

Bissonnette, Josiane; Dubé, Francis; Provencher, Martin D.; Sala, Maria Teresa Moreno

doi:10.1007/s10055-016-0283-y

Cited by 45 publications

(32 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…An example of public-speaking skill development, featuring low amounts of user interaction, would be a virtual environment depicting a large crowd, where the user is tasked with standing on stage to be exposed to this social anxiety stimulus. The use of exposure therapy in VR simulation in this manner would be designed to habituate a user's fear thought-process into a more adapted one, removing the pathological kind that distorts reality and increases escapist tendencies (Bissonnette et al, 2016).…”

Section: Considerations Of Virtual System Designmentioning

confidence: 99%

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

View full text Add to dashboard Cite

Background: This review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature. While numerous studies describe the use of immersive VR within a specific educational setting, they are often standalone events not fully detailed regarding their curricular integration. This review aims to analyse these events, with a focus on immersive VR's incorporation into post-secondary education.Objectives: (O1) Review the existing literature on the use of immersive VR in post-secondary settings, determining where and how it has been used within each educational discipline. This criterion focused on literature featuring the use of immersive VR, due to its influence on a user's perceived levels of presence and imagination. (O2) Identify favorable outcomes from the use of immersive VR when it is compared to other learning methods. (O3) Determine the conceptual rationale (purpose) for each implementation of immersive VR as found throughout the literature. (O4) Identify learning theories and recommendations for the utilization of immersive VR in post-secondary education.Methods: A literature review was undertaken with searches of Education Research Complete, ERIC, MEDLINE, EMBASE, IEEE Xplore, Scopus, and Web of Science: Core Collection to locate reports on the use of immersive VR in post-secondary curricula.Results: One hundred and nineteen articles were identified, featuring disciplines across Arts and Humanities, Health Sciences, Military and Aerospace, Science and Technology. Thirty five out of 38 experiments reported to have found a positive outcome for immersive VR, after being compared with a non-immersive platform. Each simulation's purpose included one or more of the following designations: skill training, convenience, engagement, safety, highlighting, interactivity, team building, and suggestion. Recommendations for immersive VR in post-secondary education emphasize experiential learning and social constructivist approaches, including student-created virtual environments that are mainly led by the students themselves under team collaboration.Concannon et al. Immersive VR in Post-secondary EducationConclusion: Immersive VR brings convenient, engaging, and interactive alternatives to traditional classroom settings as well as offers additional capability over traditional methods. There is a diverse assortment of educational disciplines that have each attempted to harness the power of this technological medium.

show abstract

Section: Considerations Of Virtual System Designmentioning

confidence: 99%

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

View full text Add to dashboard Cite

show abstract

“…A potential method for reducing anxiety involves the use of immersive VR, which allows people to learn how they would feel and respond—physiologically, tactfully, and procedurally—while interacting with virtual situations that the brain treats as real. Immersive VR can change a user’s fear structure into an adapted one, removing the pathological kind that distorts reality and increases escapist tendencies [ 14 ]. The objective is to create an immersive virtual environment that simulates a specific testing situation, allowing users to learn how to adapt.…”

Section: Introductionmentioning

confidence: 99%

Immersive Virtual Reality for the Reduction of State Anxiety in Clinical Interview Exams: Prospective Cohort Study

Concannon¹,

Esmail²,

Roberts³

2020

JMIR Serious Games

View full text Add to dashboard Cite

Background Immersive virtual reality (VR) with head-mounted display was used to determine if clinical interview simulation could reduce the anxiety levels of first-year occupational therapy (OT) students as they prepared for upcoming Objective Structured Clinical Examinations (OSCEs). Anxiety among health science students is a potential problem that may diminish their performance during OSCEs. This investigation aimed to fill the gap in the literature regarding the effectiveness of VR to reduce anxiety in OT students. Objective This investigation aimed to uncover the effectiveness of immersive VR in reducing state anxiety in OT students who were preparing for OSCEs. Methods A prospective, experimental, nonrandomized controlled trial compared levels of state anxiety, test anxiety, and academic self-efficacy in two groups of first-year OT students; these levels were measured at four different time points by self-reported psychometric scales, analyzed with a mixed factorial analysis of variance (ANOVA). Members of Phase 1 (NoVR) were not exposed to the VR simulation and acted as a control group for members of Phase 2 (YesVR), who were exposed to the VR simulation. VR simulation featured a virtual clinic and a standardized patient who students could interview in natural language. Measures of student study strategies and previous experience with VR were also recorded. Results A total of 49 participants—29 in the NoVR group and 20 in the YesVR group—showed that state anxiety had a rise-then-fall trend, peaking at the time point just before the OSCE. At that point, the YesVR students showed significantly less state anxiety than did the NoVR students (t46.19=2.34, P=.02, Cohen d=0.65, ηp2=0.105). The mean difference was 6.78 units (95% CI 0.96-12.61). In similar trends for both groups, student test anxiety remained relatively static across the time points, while academic self-efficacy continually increased. A moderate positive correlation was found for total time spent studying and peak state anxiety (NoVR r=.46, n=28, P=.01; YesVR r=.52, n=19, P=.02). Conclusions This investigation shows evidence of immersive VR’s capability to reduce state anxiety in OT students preparing for clinical practical exams. Immersive VR simulation, used for the reduction of anxiety in health science students, can potentially lead to a future of positive mental health change from the virtual to the real world.

show abstract

“…The use of such technology has also been proven to be efficient for treating social phobia and reducing the fear of the public speaking [10,11]. Few studies have considered using virtual environments in music to study performance anxiety [12,13]. In a recent study by Williamon et al (2014), musicians were invited to enter IVEs to train their ability to cope with the pressure of performing live and rated such tool useful for developing their performance skills and very realistic.…”

Section: Controlling Environmental Variables In Virtual Realitymentioning

confidence: 99%

Playing for a Virtual Audience: The Impact of a Social Factor on Gestures, Sounds and Expressive Intents

2017

View full text Add to dashboard Cite

Can we measure the impact of the presence of an audience on musicians' performances? By exploring both acoustic and motion features for performances in Immersive Virtual Environments (IVEs), this study highlights the impact of the presence of a virtual audience on both the performance and the perception of authenticity and emotional intensity by listeners. Gestures and sounds produced were impacted differently when musicians performed at different expressive intents. The social factor made features converge towards values related to a habitual way of playing regardless of the expressive intent. This could be due to musicians' habits to perform in a certain way in front of a crowd. On the listeners' side, when comparing different expressive conditions, only one congruent condition (projected expressive intent in front of an audience) boosted the participants' ratings for both authenticity and emotional intensity. At different values for kinetic energy and metrical centroid, stimuli recorded with an audience showed a different distribution of ratings, challenging the ecological validity of artificially created expressive intents. Finally, this study highlights the use of IVEs as a research tool and a training assistant for musicians who are eager to learn how to cope with their anxiety in front of an audience.

show abstract

Evolution of music performance anxiety and quality of performance during virtual reality exposure training

Cited by 45 publications

References 23 publications

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

Immersive Virtual Reality for the Reduction of State Anxiety in Clinical Interview Exams: Prospective Cohort Study

Playing for a Virtual Audience: The Impact of a Social Factor on Gestures, Sounds and Expressive Intents

Contact Info

Product

Resources

About