[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599269-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-599269-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-communication-center-as-a-transcendent-physical-and-virtual-space","The Communication Center as a Transcendent Physical and Virtual Space","","Proposes practical technology-driven approaches to keep university communication centers effective for 21st-century students. Argues that using virtual reality, augmented reality, and wearable technology can extend reach beyond physical space, strengthen students’ multimodal communication skills, and support preparation for presentations. Grounds the framework in cognitive theory of multimedia learning and digital literacy, aiming to improve speaking performance and reduce public speaking apprehension.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-communication-center-as-a-transcendent-physical-and-virtual-space/599269/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-communication-center-as-a-transcendent-physical-and-virtual-space/599269.png","ImageObject",300,407,{"name":42,"@type":43},"kopisore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem do the authors address regarding communication centers in the 21st century?","Question",{"text":63,"@type":64},"They argue that communication centers must remain viable campus resources while expanding beyond a single physical location to meet changing student needs.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which technologies does the paper propose using, and for what purpose?",{"text":68,"@type":64},"It proposes virtual reality, augmented reality, and wearable technology to enhance students’ multimodal communication skills and support preparation for presentations.",{"name":70,"@type":61,"acceptedAnswer":71},"How do the technologies support public speaking practice and performance?",{"text":72,"@type":64},"The paper suggests they can simulate environments for practice and use wearable monitoring (e.g., heart rate) to analyze physiological arousal during presentations, helping reduce apprehension.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599269,1792190657,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Communication Center as a Transcendent Physical and Virtual Space  \nJoe C. Martin Shawn Apostel  \nUniversity of Kentucky Bellarmine University  \nMichael G. Strawser Fiona Martin  \nBellarmine University Bellarmine University  \nAbstract  \nPractical solutions are needed to ensure that communication centers remain viable resources for the 21st century student (Nair, 2011) . In order to preserve the communication center’s status as a necessary campus space, and to increase its influence beyond a single physical location, technology must be employed as a means to enhance student communication skills. This paper proposes utilizing virtual reality, augmented reality, and wearable technology as solutions to common concerns facing communication centers as they seek to increase the public speaking and general multimodal communication skills of students. To guide the potential usage of the aforementioned technologies, and as a lens through which their effects can be better understood, cognitive theory of multimedia learning and digital literacy are applied here. Keywords: virtual reality, augmented reality, wearable technology, public speaking apprehension  \nUniversities have entered a period of unprecedented change (Katz, 1999), largely in response to (or anticipation of) the changing needs of students (Dahlstrom, Walker & Dziuban, 2013) . As a vital component of universities and an essential resource for students (Nair, 2011), communication centers must employ technology with creative intentionality to increase both their reach and relevance.  \nThus, we propose practical solutions to common concerns facing communication centers (e.g., budget constraints, evolving and complex technologies, student busyness, lack of communication center participation) by positioning three specific technologies asa vision for what is next and as catalysts for best practices to assist the modern student. Specifically, this paper explores the potential of virtual reality (VR), augmented  \nreality (AR), and wearable technology as affordable and strategic resources for 21st century communication centers to increase both their reach and relevance. Just as Frisby (2017) has called for increasing technology usage within university classrooms, we propose that technologies can be also be utilized by communication centers as tools to improve speaking performance and reduce apprehension among college students.  \nThis proposal suggests utilizing virtual reality, augmented reality, and wearable technologies as means to enhance the modern communication center, specifically in its efforts to assist students in preparation for presentations. Additionally, these technologies are poised to transcend the physical walls of the center, supplementing the longstanding mode of face-to-face  \ninteraction, while simultaneously reaching more students with greater effectiveness. These technologies offer the potential to complement and augment the experience of students visiting communication centers. For instance, rather than merely observing and commenting on a public speech, consultants may employ wearable technology to monitor and graph the speaker’s heart rate, analyzing patterns and noting points during which a student becomes physiologically aroused (Pörhölä, 2002) . Additionally, VR and AR technologies provide communication centers with the ability to simulate numerous environments for students, more closely aligning practice and delivery  \n(Klinger et al., 2005) . Finally, these technologies are both portable and affordable, factors that combine to extend their use beyond the walls of the communication center. Considering the fact that communication centers exist to improve communication in various forms, we will first provide a warrant for the claim that college student “speeches” are often multimodal presentations.  \nSpeech Performance as a Multimodal Communicative Act  \nThough the practice of public speaking traces its history to mere “oration”(Beebe & Beebe, 2012, p. ","cbCaiuwo6NJdMU3b","https://ap.wps.com/l/cbCaiuwo6NJdMU3b","pdf",117099,17,"English","# Abstract\n## Speech Performance as a Multimodal Communicative Act","[{\"question\":\"What problem do the authors address regarding communication centers in the 21st century?\",\"answer\":\"They argue that communication centers must remain viable campus resources while expanding beyond a single physical location to meet changing student needs.\"},{\"question\":\"Which technologies does the paper propose using, and for what purpose?\",\"answer\":\"It proposes virtual reality, augmented reality, and wearable technology to enhance students’ multimodal communication skills and support preparation for presentations.\"},{\"question\":\"How do the technologies support public speaking practice and performance?\",\"answer\":\"The paper suggests they can simulate environments for practice and use wearable monitoring (e.g., heart rate) to analyze physiological arousal during presentations, helping reduce apprehension.\"}]","The Communication Center as a Transcendent Physical and Virtual Space | PDF",1792088459,43]