The impact of computer‐mediated immediate feedback on developing oral presentation skills: An exploratory study in virtual reality

Abstract

Feedback plays a central role in learning. Crucial to this is the nature and timing of the feedback. A number of studies have advocated for immediate feedback having the greater potential to influence learning outcomes. However, alternative studies have challenged this and highlighted that delayed feedback is perhaps preferable, especially when calling for more in-depth cognitive processing. This experimental study explores these two types within a Virtual Reality (VR) environment designed to facilitate the development of pre-university students' presentation skills.Participants were divided across two feedback conditions: immediate and delayed. Results showed that students in both groups made significant development in all presentation criteria across the two-week programme. Further, students perceived the environment to be an effective and motivating platform in which to practise their presentation skills. These findings are crucial as educators seek viable alternatives to provide for and enhance learning beyond the traditional confines of the classroom.

Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands

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Computer‐mediated feedback for L2 learners: Challenges versus affordances

“…Exploring the effectiveness and ineffectiveness of immediate computer mediated feedback within a virtual reality environment, Ginkel et al (2020) reported the affordance of progressing oral presentation skills as well as the challenge of incorporating multiple presentation skills in pedagogical virtual reality environments.…”

Designing “Safer Water.” A Virtual Reality Tool for the Safety and the Psychological Well-Being of Citizens Exposed to the Risk of Natural Disasters

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