The effect of virtual reality therapy and counseling on students' public speaking anxiety

Sarpourian, Fatemeh; Samad‐Soltani, Taha; Moulaei, Khadijeh; Bahaadinbeigy, Kambiz

doi:10.1002/hsr2.816

Cited by 14 publications

(10 citation statements)

References 45 publications

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“…For example, psychology researchers have examined the impact of AR as a therapeutic approach for diagnosed anxiety disorders, specifically various phobias. 30 While studies suggest that VR can reduce anxiety in various contexts, such as medical procedures, 31 exam preparation, 32 and public speaking, 33 there remains a significant gap in the literature regarding the influence of VR on students' library anxiety. As far as we know, there is no dedicated study on the effect of VR on students' library anxiety, contrasting with the limited research on AR in this context.…”

Section: Metaverse For Library Anxietymentioning

confidence: 99%

Exploring the Impact of the Gamified Metaverse on Knowledge Acquisition and Library Anxiety in Academic Libraries

Sureephong,

Chernbumroong,

Niemsup

et al. 2024

ITAL

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This paper investigates the potential of the Gamified Metaverse as a platform for promoting library services. The study compares the effectiveness of a traditional library program with a Metaverse-based library program in terms of knowledge acquisition and library anxiety. The research also examines students’ perceptions of implementing gamification within the context of the Gamified Metaverse platform. A mixed-methods approach was adopted, including pre- and post-test analysis, statistical analysis, and qualitative data collection. The results indicate that both the traditional and Metaverse-based library programs effectively increased the participants’ knowledge, with no significant difference between the two approaches. However, the Metaverse-based program was found to be less effective in facilitating interaction with librarians and reducing library anxiety. Additionally, students expressed positive perceptions of implementing gamification in the Gamified Metaverse platform, finding it engaging and motivating. These findings contribute to the understanding of the effect of the Metaverse as a tool for promoting library services and enhancing knowledge acquisition. However, it is not as effective in reducing library anxiety, particularly in terms of interaction with librarians and staff. It should be noted that the platform may have limitations such as high costs and potential side effects of virtual reality, making it more suitable as an additional tool for promoting library services, taking into account its feasibility and potential benefits for specific student populations and larger libraries.

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Section: Metaverse For Library Anxietymentioning

confidence: 99%

Exploring the Impact of the Gamified Metaverse on Knowledge Acquisition and Library Anxiety in Academic Libraries

Sureephong,

Chernbumroong,

Niemsup

et al. 2024

ITAL

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“…Virtual reality has been gaining attention as a potential tool for delivering therapy and counseling services, particularly in light of the COVID‐19 pandemic, which has led to an increased need for remote mental health services. While previous studies have demonstrated the effectiveness of VR in treating psychological disorders (Freeman et al, 2017; Hoffman, 2004; Maples‐Keller et al, 2017; Paul et al, 2022) and providing counseling services (Lin et al, 2021; Sarpourian et al, 2022; Wray & Emery, 2022), these studies were typically conducted on self‐developed platforms rather than publicly available social VR applications.…”

Section: Social Vr Encourages Self‐disclosure and Supports Mental Hea...mentioning

confidence: 99%

Social VR: A Promising Platform for Enhancing Mental Wellness among College Students

You,

Bailey,

Won

et al. 2023

Proceedings of the Association for Information Science and Tech

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In recent decades, there has been an alarming increase in the number of university and college students struggling with intensifying psychological distress, which has become a mental health crisis on campuses. To address this issue, this study proposes social VR as a potential platform to promote social interaction and improve mental well‐ being for college students. In this study, 68 students explored a variety of social VR applications in a classroom setting. Results showed that a) virtual space, audio, avatar, communication types, and activities were key contributing features that facilitated social interaction among college students in social VR and have the potential to enhance mental wellness, and b) the anonymous nature, communicative cues, and designated private areas provided by social VR platforms were effective in facilitating self‐disclosure, indicating social VR's potential in delivering mental health services such as individual and group counseling and therapy. This study provides evidence that social VR can enhance social interaction and communication while serving as a platform for professional mental health care, a venue that has yet to be explored in previous studies.

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“…Es preciso señalar que las herramientas virtuales también pueden ser utilizadas para el abordaje de la ansiedad y depresión en estudiantes y profesores universitarios. En tal aspecto, la realidad virtual en conjunto con la terapia del asesoramiento estudiantil y docente ha demostrado disminuir los niveles de ansiedad, siendo necesarios para su efectividad, la confianza y el sentido de pertenencia entre los actores educativos (Sarpourian et al, 2022). En este sentido, es importante considerar en el diseño y evaluación de intervenciones, tanto las limitaciones metodológicas y las técnicas que son imprescindibles para el éxito de la realidad virtual, como medio para asegurar una consecución cabal de estándares educativos, lo que, además, amerita el cumplimiento de principios éticos internacionales, como la justicia, el beneficio mutuo y el respeto de las personas en los procesos de enseñanza y aprendizaje (Lacomba-Trejo et al, 2022).…”

Section: Introductionunclassified

Ansiedad y depresión: el caso de profesores y estudiantes universitarios en el aprendizaje virtual durante la pandemia en El Salvador

Romero-Argueta,

Severino-González,

Coreas-Flores

et al. 2024

Form. Univ.

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Este estudio busca describir las actitudes y percepciones de estudiantes y profesores universitarios sobre ansiedad y depresión en el aprendizaje virtual en tiempos de pandemia. Se aplica un cuestionario cuantitativo a una muestra no probabilística de estudiantes y profesores universitarios de El Salvador. Se realiza un análisis factorial exploratorio y se examinan diferencias estadísticamente significativas. Los resultados muestran diferencias según rol y dependencia de la universidad. No se encuentran diferencias significativas según entorno virtual. Se observa que las políticas, estrategias y acciones universitarias deben considerar las características sociodemográficas de estudiantes y profesores a fin de garantizar el abordaje integral y eficaz de condiciones de ansiedad y depresión en la comunidad académica. Se concluye que los problemas psicológicos de ansiedad y depresión manifestados por los estudiantes y profesores que participan en educación virtual durante la pandemia COVID-19 no están asociados significativamente a los entornos virtuales.

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The effect of virtual reality therapy and counseling on students' public speaking anxiety

Cited by 14 publications

References 45 publications

Exploring the Impact of the Gamified Metaverse on Knowledge Acquisition and Library Anxiety in Academic Libraries

Exploring the Impact of the Gamified Metaverse on Knowledge Acquisition and Library Anxiety in Academic Libraries

Social VR: A Promising Platform for Enhancing Mental Wellness among College Students

Ansiedad y depresión: el caso de profesores y estudiantes universitarios en el aprendizaje virtual durante la pandemia en El Salvador

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