Training public speaking with virtual social interactions: effectiveness of real-time feedback and delayed feedback
Training public speaking with virtual social interactions: effectiveness of real-time feedback and delayed feedback
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DOI：
10.1007/s12193-021-00371-1
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发表时间：
2021-03-06
影响因子：
2.9
通讯作者：
Scherer, Stefan
中科院分区：
文献类型：
--
作者：
Chollet, Mathieu;Marsella, Stacy;Scherer, Stefan
社交信号处理和虚拟社交互动技术已经允许创建社交技能培训应用程序，初步研究表明，此类解决方案可以带来积极的培训成果，并可以通过提供廉价、易于使用、安全的社交技能培训工具来补充传统教学方法。然而，这些研究从整体上评估了社交技能培训系统，尚不清楚哪些组成部分在多大程度上促成了积极的结果。在本文中，我们描述了一项实验研究，在该研究中，我们比较了公开演讲培训应用程序中实时交互式反馈和事后反馈的相对功效。我们观察到，这两个组件都为整体培训带来了好处：实时交互式反馈使体验更加身临其境，并提高了参与者使用系统的动力，而事后反馈在包含个性化反馈元素时会带来积极的培训结果。综合起来，这些结果证实社交信号处理技术和虚拟社交互动都有助于提高社交技能培训系统的效率。此外，我们观察到几个个人因素，例如受试者的公开演讲焦虑的初始水平、个性和沉浸倾向，显着影响了培训体验。这一发现表明，针对参与者的特定个人情况进行定制可以使社交技能培训系统受益。
Social signal processing and virtual social interaction technologies have allowed the creation of social skills training applications, and initial studies have shown that such solutions can lead to positive training outcomes and could complement traditional teaching methods by providing cheap, accessible, safe tools for training social skills. However, these studies evaluated social skills training systems as a whole and it is unclear to what extent which components contributed to positive outcomes. In this paper, we describe an experimental study where we compared the relative efficacy of real-time interactive feedback and after-action feedback in the context of a public speaking training application. We observed that both components provide benefits to the overall training: the real-time interactive feedback made the experience more immersive and improved participants' motivation in using the system, while the after-action feedback led to positive training outcomes when it contained personalized feedback elements. Taken in combination, these results confirm that both social signal processing technologies and virtual social interactions are both contributing to social skills training systems' efficiency. Additionally, we observed that several individual factors, here the subjects' initial level of public speaking anxiety, personality and tendency to immersion significantly influenced the training experience. This finding suggests that social skills training systems could benefit from being tailored to participants' particular individual circumstances.