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A virtual classroom with avatars of noisy school children supports training of breathing, posture, articulation and physiological voice enhancement from syllables to spontaneous speech via VR headsets under a speech scientist’s guidance. A pilot study with 20 students applies a SoTL-based pre-post survey on voice use and habits, plus a post-seminar VR experience survey with 19 participants, showing predominantly positive trends.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/voice-training-as-a-key-competence-for-students-in-teacher-training-benefitting-from-a-virtual-reality-classroom-in-higher-education-part-1-teaching-concept-and-first-results/585989/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/voice-training-as-a-key-competence-for-students-in-teacher-training-benefitting-from-a-virtual-reality-classroom-in-higher-education-part-1-teaching-concept-and-first-results/585989.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching concept is developed for student teacher training?","Question",{"text":112,"@type":113},"A concept integrating learning and use of a physiologically sound voice with transfer to professional practice, supported by a VR virtual classroom with noisy school-child avatars.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the voice training work in the virtual classroom?",{"text":117,"@type":113},"Learners practice breathing, posture, articulation, and physiological voice enhancement at syllable, word, sentence, and text levels up to spontaneous speech, consolidated through VR headsets under guidance.",{"name":119,"@type":110,"acceptedAnswer":120},"What methodology and sample size were used to assess the approach?",{"text":121,"@type":113},"The accompanying research follows a Scholarship of Teaching and Learning (SoTL) approach, using a pre-post survey with 20 students and an end-of-seminar VR experience survey with 19 participants.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585989,1792190266,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","VOICE TRAINING AS A KEY COMPETENCE FOR STUDENTS IN TEACHER TRAINING ~~ ~~ BENEFITTING FROM AVIRTUAL REALITY CLASSROOM IN HIGHER EDUCATION. PART 1-TEACHING CONCEPT AND FIRST  \nRESULTS  \nDr. Ulrike Nespital 1  \nGerald Czerney 2  \n1, 2 Justus Liebig University, Giessen, Germany  \nABSTRACT  \nThe project \"Making voice and Presence a Virtual Realistic Experience\" is    -Netwo       Center for Foreign Language and Occupational Competencies (German: ZfbK) atthe University of Giessen, a teaching concept for student teacher training was developed that includes both the learning and use of a physiologically sound voice and offers transfer to professional practice. For this purpose, a virtual classroom featuring avatars of noisy school children was developed. The teaching concept includes exercises on breathing, posture, articulation and physiological voice enhancement at the syllable, word, sentence and text levels, up to spontaneous speech. With the help of virtual reality (VR) headsets, these exercises are to be trained and consolidated in a realistic classroom environment under the guidance of a speech scientist. The goal is for future teachers to be able to intuitively use a physiologically healthy voice that can be increased in volume without negative repercussions.  \nThe study conducted is based on a total sample of 20 students. The methodology of the accompanying research adheres to the Scholarship of Teaching and Learning (SoTL) approach [6]. A pre-post survey on voice use and voice-influencing habits was employed to investigate improvements resulting from voice training. Additionally, a survey on VR experience and its impact was conducted at the end of the seminar, with 19 participants. Preliminary results indicate trends suggesting improvements in voice quality among most participants. The VR experience also yielded predominantly positive outcomes, and participants perceived added value in the use of VR headsets.  \nThis study is to be considered a pilot study, as it was conducted with only 20 participants. It is necessary for future research studies to increase the sample size to obtain definitive results on the effectiveness of voice training using VR headsets.  \nKeywords: voice training, virtual reality headset, practice transfer, pilot study, successful implementation  \nINTRODUCTION  \nAt the Center for Foreign Language and Occupational Competencies (German: ZfbK) at the University of Giessen, a teaching concept focused on oral communication was developed, featuring the central use of Virtual Reality headsets (VR headsets) . This innovative teaching model was implemented in the weekly ongoing seminar, \"Voice Training for Student Teachers ~~ ~~Utilizing VR Headsets.\" This seminar, with a scope of 30 semester hours per week (German: Semesterwochenstunden, SWS), was first conducted, researched, and evaluated as a pilot project in the summer semester of 2022. The aim was to employ the VR Headsets in an efficient and sustainable manner. The relevance of this approach to voice training lies in the ability to create a realistic virtual classroom environment where student teachers can apply and practice vocal preservation techniques they have learned.  \nThis article presents foundational concepts related to virtual reality, outlines the educational framework and its learning objectives, and discusses the methodology of the accompanying study based on the Scholarship of Teaching and Learning (SoTL) approach [6] . It also recounts initial experiences and insights gathered from the pilot study. The concluding section summarizes and discusses the results and experiences. The objective of this paper is to provide an overview of the educational framework, the application of VR Headsets, and their added value.  \nBASICS OF VIRTUAL REALITY (VR)  \nwith appropriate hardware and software to generate the notion of a virtual reality. The content displayed through the VR system is referred to as the Virtual World, encompassing models of objects, th","cbCaik7exaGT7MAu","https://ap.wps.com/l/cbCaik7exaGT7MAu","pdf",706699,"English","# Abstract\n# Introduction\n# Basics of Virtual Reality (VR)","[{\"question\":\"What teaching concept is developed for student teacher training?\",\"answer\":\"A concept integrating learning and use of a physiologically sound voice with transfer to professional practice, supported by a VR virtual classroom with noisy school-child avatars.\"},{\"question\":\"How does the voice training work in the virtual classroom?\",\"answer\":\"Learners practice breathing, posture, articulation, and physiological voice enhancement at syllable, word, sentence, and text levels up to spontaneous speech, consolidated through VR headsets under guidance.\"},{\"question\":\"What methodology and sample size were used to assess the approach?\",\"answer\":\"The accompanying research follows a Scholarship of Teaching and Learning (SoTL) approach, using a pre-post survey with 20 students and an end-of-seminar VR experience survey with 19 participants.\"}]","VOICE TRAINING AS A KEY COMPETENCE FOR STUDENTS IN TEACHER TRAINING - BENEFITTING FROM A VIRTUAL REALITY CLASSROOM IN HIGHER EDUCATION - PART 1 - TEACHING CONCEPT AND FIRST RESULTS | PDF",1792056535,23]