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 indepth 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.