This pilot study investigates the relationship between stress situations and speech fluency in virtual reality environments. It aims to analyze how different stress scenarios, classified into low-, medium-, and high-stress environments, can affect speech rate, increase syllable/word repetitions, and lead to hesitations in university students. Previous research has established connections between stress situations and speech fluency, highlighting that stress can negatively influence behavior, cognitive processes, and communicative performance across various contexts, including oral presentations. An experiment was conducted with 30 participants randomly divided into three groups. Each group was exposed to different virtual stress environments (low/medium/high) during simulated oral presentations. A virtual reality platform was created to establish controlled environments and monitor the participants’ fluency in real time. An Analysis of Variance (ANOVA) test revealed that participants in the low-stress virtual environment performed better, achieving higher word and syllable production. In contrast, the high-stress virtual environment demonstrated an increase in disfluencies and hesitations. Results emphasize the impact of stress situations on oral communication, advocating for the use of virtual reality technology as a means of preparing individuals for challenging speaking scenarios. This approach has the potential to enhance speech fluency as a result of targeted practice in stress-inducing environments; that is to say, alleviating anxiety and improving overall communicative efficacy.

The increasing use of Virtual Reality in education has demonstrated its potential to enhance student engagement and skill development. This study investigates the design and implementation of a VR platform aimed at helping university students improve their oral presentation skills, while also evaluating user satisfaction through structured surveys. A total of 40 university students from the Speech and Language Therapy program participated in this study, focusing on their interactions with a custom-built, realistic VR application inspired by the main auditorium of their university. The students faced various distraction scenarios that emulated real-life public speaking challenges. Cybersickness symptoms were continuously monitored throughout the sessions; no participants reported or exhibited symptoms requiring interruption of the VR exposure. The VR environment was constructed using Unity and featured adjustable audience sizes, ambient sound controls, and recording capabilities for presentations. The results demonstrated significant enhancements in oral presentation skills post-VR training. Participants exhibited significant improvements in speaking fluency and clarity of expression, as well as reduced anxiety, during the VR experience. Specifically, their fluency increased significantly, and their clarity ratings also improved substantially. Furthermore, behavioral indicators showed a marked decrease in anxiety levels. Participants reported that the immersive nature of the VR experience enhanced their enjoyment, contributing positively to the overall outcomes. The findings suggest that VR is an effective tool for enhancing oral presentation skills in university students, leading to improved confidence and performance in real-life situations.

This article presents a flipped classroom proposal in higher education with students from the industrial design major at the University of Bío-Bío in Concepción, Chile. Research was conducted in the Product Infographics class, using time outside class to identify theoretical content while dedicating time in-class to developing higher-order cognitive skills related to product creation. For this purpose, a series of motion graphics videos was implemented using the Edpuzzle platform, which recorded student participation and provided personalized feedback about their progress. A five-construct perception questionnaire was used to describe this experience. The results show that using motion graphics videos, along with the Edpuzzle platform for interactions, is a resource highly valued by students for content. It is recommended to use this methodology more broadly in the educational processes in the area.