Contextual Voice Training for Student Teachers: Exploring the Role of Virtual Reality

Area of Science:

• Speech-Language Pathology
• Educational Technology
• Occupational Health

Background:

• Teachers face high risks of voice disorders, with challenges in applying vocal training techniques in classroom settings.
• Preventive voice training is crucial for educators to maintain vocal health and performance.
• Virtual Reality (VR) offers immersive environments that may enhance training engagement.

Purpose of the Study:

• To compare the effectiveness of VR-supported voice training versus imagination-based voice training for student teachers.
• To assess the impact of VR on vocal effort, vocal parameters, and participant experience.

Main Methods:

• A randomized controlled trial involving 63 student teachers comparing VR immersion in school environments with imagining school settings.
• Three voice training sessions focused on warm-up, breathing, projection, resonance, and articulation.
• Pre- and post-training assessments included vocal effort (BORG CR10), perceptual voice analysis, acoustic measurements (pitch, intensity), and questionnaires.

Main Results:

• Both VR and control groups demonstrated reduced vocal effort and increased intensity range post-training.
• The control group showed greater improvements in reducing physical tension and enhancing posture compared to the VR group.
• VR training was found to be enjoyable and realistic by a majority of participants, while many in the control group struggled with imagination.

Conclusions:

• VR did not yield greater short-term vocal improvements but enhanced participant engagement and enjoyment.
• The immersive nature of VR may boost motivation for consistent participation in preventive voice training.
• Further longitudinal research is needed to determine if VR's motivational benefits translate to practical classroom applications.