Oratory or the art of public speaking with eloquence has been cultivated since ancient times. However, the fear of speaking in public -a disproportionate reaction to the threatening situation of facing an audience- affects a very important part of the population. This work arises from the need to help alleviate this fear through a tool where to train the ability of public speaking. To this purpose, we built a virtual reality system that offers the speaker a safe environment to practice presentations. Since the audience is the only way to receive feedback when giving a speech, our system offer s a virtual audience that reacts and gives real-time feedback based on the emotions conveyed by three parameters: voice tone, speech content and speaker’s gaze. In this paper, we detail the modelling of a behavioural-realistic audience just focusing on the speakers’ voice tone: 1) by presenting an algorithm that controls the audience’ reactions based on the emotions beamed by the speaker, and 2) by carrying out an experiment comparing the reactions generated by the agents with those of a real audience to the same speech, in order to refine the given algorithm. In this experiment, the audience subjects are asked to fill a questionnaire - level of engagement and perceived emotions - for a speech performed by professional actors representing different emotions. Afterwards, we compared the reactions of said audience with the ones generated by our algorithm, and used the results to improve it.

Information about the paper titled "A VR GAME TO IMPROVE COMMUNICATION SKILLS IN SECONDARY-SCHOOL TEACHERS" at IATED Digital Library

In the last ten years, many studies have shown the advantages of videogames as tools for learning, engagement, raising awareness, or increasing interest in different fields. Schools are often the main focus of those studies. However, schools have either PCs or tablets in their classrooms, but rarely have both. That represents a severe limitation to videogame researchers since they can only deploy their video games in schools with the adequate platform for their video games. Researchers are therefore restricted in the number of schools in which they can conduct their experiments. In this paper, we study a videogame’s effectiveness in increasing interest towards classical theatre, depending on the platform deployed (computer or mobile device). To that aim, we used “The Courtesy of Spain,” a point-and-click videogame created explicitly for this study, based on the play of the same name by Golden Age playwright Lope de Vega. To measure the abovementioned effectiveness, we implemented a quasi-experimental design with a comparison and an experimental group. The experiment involved 542 students between 8 and 13 years old from several middle schools in Madrid’s Community (Spain). The study indicates that the videogame developed is equally effective on both devices (Sig <0.05). Our results will allow serious game developers to design one-fits-all games without jeopardizing their efficiency, which broadens the target schools where their games can be tested.

Background: This study examined the influence of creative thinking, shaped by different forms of episodic mental representations, on human movement. The primary objective was to investigate how creativity, elicited through distinct cognitive stimuli, affects movement variability. Methods: Twenty-four professional dancers developed two original dance phrases, each inspired by either a visual or a narrative mental representation. Movement data were collected via inertial sensor technology and subsequently analysed to determine differences in motor expression. Results: The results indicated that movements performed under narrative representation conditions exhibited significantly increased risk-taking behaviour, greater movement amplitude, and a higher overall movement volume compared to those guided by visual stimuli. Conclusions: These findings underscore the role of creativity in modulating both the expressive and physical dimensions of human movement. Moreover, this research demonstrates the potential of inertial sensor technology not only to capture kinematic patterns but also to provide insight into the deeper layers of human artistic and cognitive processes.

Video games are useful learning tools in different fields. This work seeks to evaluate, through a self-developed video game, their usefulness as a learning tool for the information literacy of undergraduate students. The videogame “The last exam” was developed after the analysis of 1,639 user queries registered over 2 years at the Complutense University Library, and aims to answer queries common to other university libraries. To evaluate its impact, a single-group pilot experiment was carried out with 14 undergraduate students using a pre-test/post-test validated by experts. The results show significant improvements in the students’ information skills, as well as positive evaluations of the exercise. We conclude that the incorporation of video games as a complement to the content of library training programs can be beneficial, especially as an introduction or for reinforcement or evaluation. Resumen Los videojuegos han resultado útiles para el aprendizaje en diferentes campos. El presente trabajo trata de evaluar la utilidad del videojuego como herramienta de aprendizaje para la alfabetización informacional de estudiantes de grado universitario. El videojuego “El último examen” nace tras el análisis de 1.639 consultas registradas en un período de dos años en la Biblioteca de la Universidad Complutense, y tiene como objetivo dar respuestas a demandas, que son extrapolables a otras bibliotecas universitarias. Para evaluar su utilidad se realiza un experimento piloto de grupo único con 14 estudiantes de grado. Los resultados muestran mejoras significativas en sus competencias informacionales y valoraciones positivas de la intervención. Se concluye que la incorporación de videojuegos como complemento a los contenidos de los programas formativos de las bibliotecas puede resultar provechoso, especialmente como introducción, refuerzo o evaluación de estos.

Este estudio subraya la importancia de utilizar escenarios realistas para evaluar la Competencia en Gestión de Aula (CGA), tradicionalmente medida mediante cuestionarios. Se evaluó la CGA de futuros docentes de secundaria con Didascalia Virtual Classroom, una plataforma de simulaciones en realidad virtual para fomentar esta competencia. El objetivo fue identificar y categorizar las estrategias de afrontamiento del profesorado en formación para gestionar incidentes en un entorno de Realidad Virtual Inmersiva. El estudio, realizado en el máster de formación del profesorado, incluyó a 39 estudiantes de ocho disciplinas de dos universidades españolas. Se diseñaron tres escenarios simulados que representaban comportamientos disruptivos: perturbaciones en la relación profesor-alumno, entre compañeros y durante el trabajo en grupo. Se utilizó un enfoque metodológico mixto con una aproximación exploratoria-descriptiva. Los datos se recogieron mediante vídeos de las actuaciones de los participantes y se realizó un análisis de contenido temático basado en los estilos de gestión de conflictos de Thomas y Kilmann (2008): cooperación, compromiso, complacencia, evitación y dominación. Los resultados mostraron que los participantes tendían a usar estrategias asertivas y reactivas, como dominación y compromiso. Se identificaron dos subgrupos con perfiles distintos: uno asertivo, pero no cooperativo y otro con baja asertividad y moderada cooperación. Se observaron diferencias en la implementación de estrategias según los escenarios. Esto sugiere que los futuros docentes deben desarrollar flexibilidad en la gestión del aula, adoptando un enfoque proactivo y adaptando estrategias a diferentes contextos y comportamientos disruptivos.