Virtual Reality as a Digital Learning Tool in Entrepreneurship: How Virtual Environments Help Entrepreneurs Give More Charismatic Investor Pitches

Niebuhr, Oliver; Tegtmeier, Silke

doi:10.1007/978-3-030-20138-8_6

Cited by 10 publications

(8 citation statements)

References 51 publications

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“…Goberman et al (2011) showed that the earlier speakers started rehearsing their presentations on their own (i.e., unguided), the more fluent their speeches were after practicing, but with narrower pitch variation ranges compared with the students who started practicing later. A similar "prosodic erosion" effect (a successive lowering and narrowing of their speech melody across the repeated rehearsals of their presentation) is reported by Niebuhr and Michalsky (2018) (see also Niebuhr and Tegtmeier, 2019). Importantly, research shows that oral skills practice optimally needs to be performed orally in front of an audience.…”

Section: The Importance Of Public Speaking Practice In Educational Se...mentioning

confidence: 59%

Unguided virtual-reality training can enhance the oral presentation skills of high-school students

Valls-Ratés

Niebuhr²,

Prieto³

2022

Front. Commun.

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Public speaking is fundamental in our daily life, and it happens to be challenging for many people. Like all aspects of language, these skills should be encouraged early on in educational settings. However, the high number of students per class and the extensive curriculum both limit the possibilities of the training and, moreover, entail that students give short in-class presentations under great time pressure. Virtual Reality (VR) environments can help speakers and teachers meet these challenges and foster oral skills. This experimental study employs a between-subjects pre- and post-training design with four Catalan high-school student groups, a VR group (N = 30) and a Non-VR group (N = 20). Both groups gave a 2-min speech in front of a live audience before (pre-training) and after (post-training) 3 training sessions (one session per week) in which they practiced public speaking either in front of a VR audience or alone in a classroom (Non-VR). Students assessed their anxiety measures right before performing every speech and filled out a satisfaction questionnaire at the end. Pre- and post-training speeches were assessed by 15 raters, who analyzed the persuasiveness of the message and the charisma of the presenter. Speeches were also analyzed for prosodic features and gesture rate. First, results showed that self-assessed anxiety got significantly reduced at post-training for both conditions. Second, acoustic analyses of both groups' speeches show that the VR group has, unlike the Non-VR group, developed a more clear and resonant voice quality in the post-training speeches, in terms of higher cepstral-peak prominence (CPP) (although no significant differences in f0- related parameters as a function of training were obtained), as well as significantly less erosion effects than the Non-VR group. However, these differences across groups did not trigger a direct improvement on the participants' gesture rate, persuasiveness and charisma at post-training. Furthermore, students perceived the training in the VR environment to be more useful and beneficial for their future oral presentations than the Non-VR group. All in all, short unguided VR training sessions can help students feel less anxious, promote a more clear and resonant voice style, and can prevent them from experiencing an erosion effect while practicing speeches in front of a real audience.

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Section: The Importance Of Public Speaking Practice In Educational Se...mentioning

confidence: 59%

Unguided virtual-reality training can enhance the oral presentation skills of high-school students

Valls-Ratés

Niebuhr²,

Prieto³

2022

Front. Commun.

Self Cite

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“…Entrepreneurship Education (2021) 4:19-37 In line with the positive impact and the continuing development of potential advanced technologies, Niebuhr and Tegtmeier (2019) suggested the use of specific assistive technologies, such as virtual reality (VR), as digital learning tools in order to involve entrepreneurship factors in the learning process. Similarly, Goldstein and Gafni (2019) and Srivastava et al (2019) suggested the teaching of entrepreneurship through virtual learning settings based on multicultural teamwork.…”

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confidence: 99%

Entrepreneurship education at universities: challenges and future perspectives on online game implementation

Takemoto

2021

Entrep Educ

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The study explored the challenges and potential of online gamification to develop actionable recommendations for entrepreneurship pedagogy in the phase of ‘new normal’. This study applied an experimental game which the authors developed, and a mixed method was applied to the data sets collected from the students: an open-ended survey of 91 students and in-depth interviews with 23 students. It has been found that the students perceiving activities with gamifications are good learning stimuli in entrepreneurial classrooms as a first step; then, they found it effective to learn and deepen their understanding of theories and models as a second step after the gaming activities, which is a reverse approach from a traditional business education approach. Gamification enables students to think critically on game scenarios via participation in gamifications, which can be strengthened and embedded in their mind by theoretical learning which follows the gaming activities. The findings of the study provide a practical guidance for entrepreneurship pedagogists with ‘activities first’ which will be followed by theoretical learning.

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“…For one thing, familiarization means less stress and, thus, a lower f0 level [17], whereas a higher f0 level is required for charismatic speech [4]. For another thing, [18] have shown that intensive presentation training quickly causes routine/boredom, which also has unfavorable effects on the melodic aspects of speaker charisma. Therefore, it is reasonable to ask whether and which training software can improve melodic speaker charisma, also and in particular in the chosen experiment design.…”

Section: Methodsmentioning

confidence: 99%

Digital Rhetoric 2.0: How to Train Charismatic Speaking with Speech-Melody Visualization Software

Niebuhr

Neitsch

2020

Speech and Computer

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The present study deals with a key factor of speaker charisma: prosody or, to put it less technically, speech melody. In a contrastive analysis, we investigate the extent to which computer-aided real-time visualizations of acoustic-melodic parameters in a self-guided training task help speakers use these parameters more charismatically. Fifty-two speakers took part in the experiment, subdivided into four equally large, gender-balanced groups. Each group received the same introduction and instruction, but then trained their melodic charisma with a different software tool. One toolthe "Pitcher"was specifically developed for visualizing melodic parameters and providing feedback on their proper use in charismatic speech. The other software tools serve language-or singer-training purposes. Results show that three out of the four tools in fact support speakers in adopting a more charismatic speech melody after training, whereby the "Pitcher" outperforms all other tools by more than 25%. We discuss the implications of our findings for refining speech-melody visualization strategies (also for L2 training) and for digitizing rhetorical speaker coaching.

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Virtual Reality as a Digital Learning Tool in Entrepreneurship: How Virtual Environments Help Entrepreneurs Give More Charismatic Investor Pitches

Cited by 10 publications

References 51 publications

Unguided virtual-reality training can enhance the oral presentation skills of high-school students

Unguided virtual-reality training can enhance the oral presentation skills of high-school students

Entrepreneurship education at universities: challenges and future perspectives on online game implementation

Digital Rhetoric 2.0: How to Train Charismatic Speaking with Speech-Melody Visualization Software

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