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

Date

2020-06-01

Author

Van Ginkel, Stan
Ruiz, Dominic
Mononen, Asko
Karaman, Abdullah Cendel
de Keijzer, Ander
Sitthiworachart, Jirarat

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

249
views

0
downloads

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.

Subject Keywords

Education, Computer Science Applications

URI

https://hdl.handle.net/11511/35592

Journal

JOURNAL OF COMPUTER ASSISTED LEARNING

DOI

https://doi.org/10.1111/jcal.12424

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

A collaborative learning approach to dialogic peer feedback: a theoretical framework Er, Erkan; Gasevic, Dragan (2020-06-01) Feedback has a powerful influence on learning. However, feedback practices in higher education often fail to produce the expected impact on learning. This is mainly because of its implementation as a one-way transmission of diagnostic information where students play a passive role as the information receivers. Dialogue around feedback can enhance students' sense making from feedback and capacities to act on it. Yet, dialogic feedback has been mostly implemented as an instructor-led activity, which is hardly...
Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation KİLİS, SELCAN; Yıldırım, Zahide (Elsevier BV, 2018-11-01) Following theoretical frameworks including social-cognitive theory, constructivism and creating collaborative learning community, this correlational study elucidates the community of inquiry framework in regard to self-regulation, metacognition, and motivation in an online learning setting. Data were collected from 1535 students enrolled to an online Information and Communication Technology-I course offered by the Department of Informatics at a well-known public university. The data were collected online th...
Examining the mediating effect of science self-efficacy on the relationship between metavariables and science achievement Kirbulut, Zubeyde Demet; Kondakçı, Esen (Informa UK Limited, 2019-05-24) Current studies reveal that meta-level variables are very important in learning; however, little research has been devoted to the role of metaconceptual and meta-affective variables on student achievement. With the aim of filling this gap in the literature, the present study investigated the relationship between metavariables (metaconceptual awareness, metaconceptual regulation, affective awareness, and affective regulation) and science achievement with the mediating effect of science self-efficacy through ...
The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics Yilmaz, Diba; Öztekin, Ceren; Sungur, Semra (Informa UK Limited, 2011-01-01) The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion-based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). ...
The effect of augmented reality activities on improving preschool children’s spatial skills Gecü Parmaksız, Zeynep; Delialioğlu, Ömer (Informa UK Limited, 2019-11-01) This study compares the effect of Augmented Reality (AR) based virtual manipulatives to physical manipulatives for teaching geometric shapes to preschool children to improve their spatial skills. A quasi-experimental research design was utilized in order to answer the research questions. The context of the research was a public primary school in Turkey with 72 preschool children, ages ranging from five to six. As the treatment, while the experimental group used tablet computers with AR applications, the con...

Citation Formats

S. Van Ginkel, D. Ruiz, A. Mononen, A. C. Karaman, A. de Keijzer, and J. Sitthiworachart, “The impact of computer-mediated immediate feedback on developing oral presentation skills: An exploratory study in virtual reality,” JOURNAL OF COMPUTER ASSISTED LEARNING, pp. 412–422, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/35592.