Palabras clave
Realidad virtual, hablar en público, ansiedad, educación, comunicación, estudiantes universitarios
Resumen
La capacidad de comunicarse de manera eficaz es un aspecto fundamental en la educación. Para los estudiantes universitarios, aprender a hablar en público es esencial para su futuro académico y profesional. Sin embargo, muchos estudiantes manifiestan tener miedo a hablar en público, lo que se conoce como ansiedad a hablar en público (PSA en inglés). Este estudio tiene como objetivo implementar un programa de capacitación utilizando Realidad Virtual (RV) con distractores para reducir la ansiedad de los estudiantes universitarios medida con actividad electrodérmica y métodos autoinformados. Para ello se utilizó un grupo experimental y otro de control. Ambos grupos tuvieron que pronunciar el mismo discurso dos veces: prueba pretest (antes del entrenamiento) y postest (después del entrenamiento) mientras se midió la actividad electrodérmica. Solo el grupo experimental fue entrenado con RV. Los estudiantes también completaron una escala de ansiedad al hablar en público y una encuesta para examinar su experiencia. Los resultados mostraron que el entrenamiento con RV redujo significativamente los niveles de ansiedad en el grupo experimental y no hubo diferencias significativas en el grupo de control. Los datos también revelaron un mayor nivel de ansiedad en los estudiantes varones que en las mujeres. Finalmente, los participantes reportaron una impresión positiva del entrenamiento con RV. Estos resultados muestran la efectividad del entrenamiento de RV con distractores para reducir la ansiedad al hablar en público.
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Ficha técnica
Recibido: 20-12-2021
Revisado: 24-01-2022
Aceptado: 02-03-2022
OnlineFirst: 15-05-2022
Fecha publicación: 01-07-2022
Tiempo de revisión del artículo : 35 (en días) | Media de tiempo de revisión de los manuscritos del número 72: 31 (en días)
Tiempo de aceptación del artículo: 72 (en días) | Media tiempo aceptación de los manuscritos del número 72: 75 (en días)
Tiempo de edición OnlineFirst: 148 (en días) | Media tiempo edición de los OnlineFirst del número 72: 151 (en días)
Tiempo de publicacicón final del artículo: 193 (en días) | Media tiempo de publicación final de los articulos del número 72: 196 (en días)
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Citado por
Citas en Web of Science
Valls-Rates, I; Niebuhr, O and Prieto, P. Unguided virtual-reality training can enhance the oral presentation skills of high-school students FRONTIERS IN COMMUNICATION, 2022.
https://doi.org/10.3389/fcomm.2022.910952
Serrano-Mamolar, A; Miguel-Alonso, I; (...); Pardo-Aguilar, C. Towards learner performance evaluation in iVR learning environments using eye-tracking and machine-learning Comunicar, 2023.
https://doi.org/10.3916/C76-2023-01
Citas en Scopus
Valls-Ratés, I., Niebuhr, O., Prieto, P. . Unguided virtual-reality training can enhance the oral presentation skills of high-school students), Frontiers in Communication, .
https://doi.org/10.3389/fcomm.2022.910952
Serrano-Mamolar, A., Miguel-Alonso, I., Checa, D., Pardo-Aguilar, C.. Towards learner performance evaluation in iVR learning environments using eye-tracking and Machine-learning), Comunicar, .
https://doi.org/10.3916/C76-2023-01
Citas en Google Scholar
Unguided virtual-reality training can enhance the oral presentation skills of high-school students Ï Valls-Ratés, O Niebuhr, P Prieto - Frontiers in Communication, 2022 - researchgate.net
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