Pre-service and in-service teachers' vocal, psychophysiological and self-reported responses to different 360-degree virtual classroom environments

The application of virtual reality (VR) in speech therapy has been widely discussed, particularly in public speaking anxiety and voice. In Hong Kong, voice disorders are prevalent among teachers. This study serves as a preliminary probe into the potential of using VR in behavioural voice therapy for teachers, especially as a middle ground for generalising effective voicing techniques learnt from clinical environments to real-life classrooms. Research objectives of this study included: 1. To investigate the effects of different 360-degree VR classrooms with increasing levels of contextual distractions (student attentiveness, parent presence and attentiveness) on teachers’ vocal (F0, intensity, shimmer, jitter, noise-to-harmonics ratio) and psychophysiological (pulse rate, oxygen saturation and self-reported vocal effort and emotions) performance, and 2. To compare the responses of teachers with varying lengths of teaching experience. Cantonese-speaking pre-service and in-service teachers (n = 8, mean age = 42.73, SD of age = 16.13) participated in this study. Participants completed a background questionnaire on teaching experience and self-report digital literacy, and attended an individual data collection session. During the lab session, participants viewed six 360-degree VR classrooms (with varying contextual distractions) in a randomised order while carrying out a mock lecture and undergoing voice recording and monitoring using photoplethysmographic finger oximetry. After viewing each classroom, participants completed self-report questionnaires regarding their vocal efforts and perceived emotional levels. Results showed huge individual variance, with no significant differences across classrooms. Qualitative feedback from participants indicated a large subjective influence, as well as inadequate immersiveness for some, due to a lack of interpersonal interaction caused by the pre-recorded nature of the VR classrooms. Further research may include a larger sample size, plus the incorporation of AI to create a more realistic environment with real-time interactions. [This study was supported by the Seed Fund for Basic Research (Project 126417) and the RGC General Research Fund (Project 17607623).]