PUBLIC SPEAKING TRAINING IN ENGINEERING LEADERS USING VIRTUAL REALITY AND EMOTIONAL INTELLIGENCE IN ENGINEERING EDUCATION

This study investigates the efficacy and engagement of virtual reality (VR) as a tool for public speaking training. The primary objective is to qualitatively analyze the literature to understand how VR technology can enhance public speaking skills and increase user engagement compared to traditional training methods. The research employs a qualitative literature review methodology, synthesizing findings from academic articles, industry reports, case studies, and empirical studies to provide a comprehensive overview of the current state of knowledge in this field. The literature review methodology involves systematically collecting and analyzing scholarly sources that explore various aspects of VR in public speaking training. The study categorizes the literature into key themes, such as the effectiveness of VR in simulating real-life speaking scenarios, the psychological benefits of using VR for reducing anxiety, and the levels of user engagement and motivation in VR-based training programs. Thematic analysis is used to identify patterns and trends in how VR influences public speaking proficiency and participant engagement. The findings indicate that VR offers a highly immersive and interactive environment that can closely mimic real-life public speaking situations, providing users with valuable practice opportunities. Studies show that VR can significantly reduce public speaking anxiety by allowing users to repeatedly practice in a controlled, virtual setting. Additionally, VR-based training programs are found to be more engaging and motivating for users, leading to higher levels of participation and improved learning outcomes.

Communication is something that cannot be separated from various human activities. This is based on the need to convey and receive information. One of the communication skills that everyone needs is public speaking skills. In order to develop public speaking skills, LMI organizes public speaking training activities that present speakers who are experts in the field of public speaking. The purpose of research on these activities is to see the enthusiasm of the community and the impact of public speaking training activities. This study used qualitative research methods. The results of the public speaking training activities show that the community, especially young teachers and preachers are very enthusiastic about developing public speaking skills and having a good impact on self-confidence when practicing public speaking. Therefore, it appears that public speaking training is put to good use by the community to continue to develop skills in public speaking.

Public speaking or speaking in public is the most feared thing by most high school students. This fear is caused by a lack of interest in reading, lack of confidence, fear of being wrong, having bad experiences when doing public speaking and weak mentality, and excessive feelings of anxiety. Public speaking activities are not commonly done by high school/vocational high schools students, such as class presentations and group discussions. However, in delivering class presentations students do not yet have the skills to convey messages properly, because it is important for high school students to know how to speak in public to help convey messages properly, clearly, and precisely, and to prepare themselves for higher education, the environmental community and work environment. Therefore, the purpose of this PKM is to provide knowledge about the importance of public speaking, public speaking skills, improve public speaking skills, and public speaking training as a form of improving students' psychomotor skills. The methods that will be carried out in this PKM activity are seminars, practice, and students will be given modules as learning materials to improve their psychomotor skills. Community service in the form of public speaking skills training is important to be learned early on by high school / vocational students so that when presenting in front of the class they are more confident and can convey messages well as well as train themselves and prepare themselves for college and the world of work. The target of this community service activity is grade 12 students at SMK 6 Sempaja, Samarinda City, East Kalimantan. The output of this Community Service activity is published in national journals.

This research shows that in this digital era, education is required to switch from traditional methods to more innovative ways in improving students' abilities such as digital storytelling in learning public speaking at MTs Al Amiriyyah Banyuwangi is effective in improving speaking skills and understanding English texts. This study uses a qualitative approach with a case study design, involving 2 public speaking skills teachers and 45 students from two classes at MTs Al Amiriyyah Banyuwangi. Data were collected through in-depth interviews, classroom observations. Data analysis was carried out thematically to identify themes such as student confidence and creativity. The validity of the data is maintained through triangulation, which involves the use of several data collection techniques, including in-depth interviews, observations, and documentation. By combining these methods, this study is able to cross-check and validate findings, ensuring a more comprehensive and reliable understanding of the implementation of digital storytelling in public speaking training at MTs Al Amiriyyah Banyuwangi. The results of the study show that the application of digital storytelling has a significant effect in improving students' public speaking skills. This helps students understand the structure of the story, so that the speech becomes more organized and engaging. In addition, digital storytelling boosts students' confidence through visual and narrative elements, which makes them more comfortable speaking in front of an audience. This method contributes to the mastery of technological skills, such as video editing and presentation creation, that are relevant to the needs of the digital age.

Good public speaking skills are essential in many professions as well as everyday life, but speech anxiety is a common problem. While it is established that public speaking training in Virtual Reality is effective, comprehensive studies on the underlying factors that contribute to this success are rare. The QUEST-VR framework for evaluation of VR applications is presented that includes system features, user factors, and moderating variables. Based on this framework, variables that are postulated to influence the quality of a public speaking training application were selected for a first validation study. In a cross-sectional, repeated measures laboratory study (N = 36 undergraduate students; 36% men, 64% women, mean age = 26.42 years (SD = 3.42)), the effects of task difficulty (independent variable), ability to concentrate, fear of public speaking, and social presence (covariates) on public speaking performance (dependent variable) in a virtual training scenario were analyzed, using stereoscopic visualization on a screen. The results indicate that the covariates moderate the effect of task difficulty on speech performance, turning it into a non-significant effect. Further interrelations are explored. The presenter’s reaction to the virtual agents in the audience shows a tendency of overlap of explained variance with task difficulty. This underlines the need for more studies dedicated to the interaction of contributing factors for determining the quality of VR public speaking applications.

Lecturing is a common instructional format but poor lecturing skills can detract from students’ learning experiences and outcomes. As lecturing is essentially a form of public communication, training in public speaking may improve lecture quality. Twelve university lecturers in Malaysia participated in a six-week public speaking skills training programme. A quasi-experimental, mixed-methods design was employed to measure participating lecturers’ satisfaction with the programme, changes to their lecturing practices, and changes in student results. All lecturers expressed satisfaction with the programme and felt that they had developed a new set of lecturing skills, and improved ability to impart knowledge to their students. The programme was also associated with a substantial improvement in student results. By contrast, lecturers from the comparison group showed a decline in student results. The results suggest that a short course in public speaking skills can be a cost-effective way to improve teaching and learning outcomes.

Public speaking is an essential skill that should be mastered by all individuals, including middle school students, as it is valuable not only in academic settings but also in social and professional contexts. This community service initiative aims to enhance public speaking skills and boost the confidence of middle school students through a combination of presentation and role-playing methods. The training consisted of a series of sessions where students were given opportunities to prepare and deliver structured presentations, as well as practice speaking in simulated, real-life scenarios. The results of the program showed significant improvement in both the verbal and non-verbal communication skills of the students. Those who initially lacked confidence became more capable of organizing effective presentations, utilizing appropriate body language, and responding to their audience effectively. Additionally, the training helped students overcome anxiety associated with public speaking, increasing their courage to speak in front of others. While some students may still require a more personalized approach, the overall methods proved to be effective in developing public speaking skills. This training is expected to provide long-term benefits in students' soft skill development and could serve as a sustainable program within schools.

Good public speaking skills convey strong and effective communication, which is critical in many professions and used in everyday life. The ability to speak publicly requires a lot of training and practice. Recent technological developments enable new approaches for public speaking training that allow users to practice in a safe and engaging environment. We explore feedback strategies for public speaking training that are based on an interactive virtual audience paradigm. We investigate three study conditions: (1) a non-interactive virtual audience (control condition), (2) direct visual feedback, and (3) nonverbal feedback from an interactive virtual audience. We perform a threefold evaluation based on self-assessment questionnaires, expert assessments, and two objectively annotated measures of eye-contact and avoidance of pause fillers. Our experiments show that the interactive virtual audience brings together the best of both worlds: increased engagement and challenge as well as improved public speaking skills as judged by experts.

Fostering elementary school children's public speaking skills: A randomized controlled trial

The Teaching Campus Program is an activity carried out to assist teachers in carrying out learning, especially training students' skills in public speaking. By following the Teaching Campus Program, the leadership spirit and character development of students will be honed. The purpose of this work program is (1) describing the implementation of podcast extracurricular in the teaching campus program (2) Describing the improvement of students' public speaking skills through Podcast extracurricular. The methods used are observation, discussion, direct practice through coaching. The result of the implementation of this work program is that SMP Negeri 1 Kayangan has an extracurricular that can be continued and produces students who excel in the field of public speaking, become a forum for students to develop their potential, especially public speaking skills. So it can be concluded that with this program the extracurricular podcast work program can be carried out, with the holding of the work program students who have an interest in hosts and public speaking can be more developed and useful in the future because public speaking is the ability to communicate verbally in front of many people with The purpose of conveying an information clearly, efficiently, and can be easily accepted by the listener.
 Keywords: Podcast, Public Speaking, Literacy.

BackgroundLifestyle changes and physical activity can make an important contribution to reducing the risk factor for high blood pressure (BP). Whether virtual reality (VR) exergames are also appropriate and make a positive contribution to the reduction of BP has not yet been sufficiently investigated. Therefore, the aim of the study was to gain knowledge of the load intensities to be achieved during a VR exergame and to examine the short-term effects on BP.MethodsFor the preliminary study, 22 participants with hypertension over the age of 65 years were analyzed. The study took place in a mobile laboratory truck. All participants visited on two occasions. During visit 1, VR strength endurance training (VR-SET) and during visit 2, VR endurance training (VR-ET) was performed. Each VR session lasted approximately 25 min and was of a moderate intensity. Heart rate (HR) was measured across the entire session, as well as BP before and after the VR exergame. The Rating of Perceived Exertion (RPE) and task load using NASA Task Load Index were determined after each VR session. Included in the statistical analysis were the Shapiro–Wilk test, the paired t-test, the Wilcoxon test and ANOVA for repeated measures.ResultsDuring the “main part” (p < .001), at the “end” (p = .002) and for the “maximum HR” (p < .001), significant load differences between both VR sessions could be determined. In addition, significantly more participants in the VR-SET group achieved a moderate load intensity of at least 40% of heart rate reserve (p = .014). Regarding RPE, participants rated their subjectively perceived exertion significantly higher in the VR-SET than in the VR-ET (p = .028). Systolic BP decreased significantly in both VR sessions when compared before VR session and 5 min after VR session (p = .015; p = .003), as well as before VR session and 10 min after VR session (p = .018; p < .001).ConclusionsAn individual moderate load intensity of 40% can be reached during VR-SET. In addition, a positive short-term effect of the VR exergame on BP behavior (postexercise hypotension) was observed after both VR sessions. The preliminary results indicate that a VR exergaming could lead to blood pressure lowering effects for older people with hypertension.Trial registrationThe study was registered in the German Clinical Trials Register (DRKS-ID: DRKS00022881, 07/09/2020, https://drks.de/search/de/trial/DRKS00022881).

Public speaking is a fundamental skill essential for individuals, especially those who frequently interact with the public. The Waste Bank Community in Tambun Selatan, Bekasi, as the partner of this program, still faces challenges in delivering messages clearly, confidently, and persuasively during socialization and community presentations. To address these needs, the Faculty of Economics and Business, Trisakti University, organized a Community Service program focusing on training the basics of effective public speaking for Waste Bank members. The training methods included counseling, interactive discussions, presentation simulations, and role-play exercises based on real cases encountered by the community. Thirty members participated in the program, selected through recommendations from the Waste Bank administrators. Evaluation was conducted through pre-test and post-test to measure improvements in speaking techniques, audience engagement, body language, and self-confidence. The results showed significant improvement in participants’ public speaking skills, with average scores increasing from 50% in the pre-test to 83% in the post-test. Participants also demonstrated greater confidence in speaking publicly, better structured presentations, and improved vocal and body language techniques. This program proves that practice-based training effectively enhances community members’ public speaking skills. Future training initiatives are expected to be sustained to further strengthen communication capacity in conveying environmental messages to the broader community.

Active and initiative professionals with leadership skills are in great demand in modern society today. The ability to effectively build communication, persuade and motivate others, explain different tasks and organize activities increases the competitiveness of graduates in the modern labor market. The article analyzes practical experience of developing public speaking skills among firstand second-year bachelors of humanitarian through academic mentoring during interaction with senior students in the foreign language educational process. The author presents the approbated forms of organizing interaction between students of different language proficiency levels with the purpose to teach public speaking and oratorical skills. The received results show the positive dynamics of development of bachelors’ presentation and public speaking skills, the obvious improvement of their oratorical skills, as well as formation of foreign language communicative competence in professional discourse

The rapid development of information technology requires improved digital literacy and basic technological skills beginning at the secondary education level. One important competency that needs to be introduced to students is an understanding of computer networks, particularly Local Area Networks (LAN), along with the development of communication and public speaking skills as essential soft skills. This activity aimed to increase the interest and understanding of students at SMP Negeri 6 Sorong City regarding information technology through LAN network education integrated with public speaking training. The activity was implemented using an experiential learning approach combined with student-centered learning, which emphasized active student participation through material presentations, demonstrations, hands-on network cabling practice, and interactive discussions. The program was conducted in three main stages: preparation, implementation, and closing evaluation. The results indicated that students were able to follow all learning activities effectively and demonstrated strong enthusiasm in understanding basic LAN network concepts and cabling techniques. Additionally, students showed increased confidence in expressing ideas and actively participating in discussions. The integration of technical training and soft skill development created a more contextual, engaging, and practical learning environment. This activity also provided valuable experience for the community service team in strengthening communication abilities and applying academic knowledge in real educational settings. Overall, the practice-based LAN education program proved to be an effective approach for increasing students’ interest in information technology while simultaneously developing communication skills from an early age.

Public speaking or public speaking skills are one of the most essential language skills to master, including for junior high school level students. This is because speaking skills are beneficial for expressing oneself, such as conveying thoughts and ideas according to the goals you want to achieve. However, many students still need good public speaking, including students at Mts Walisongo 2. Community service activities are carried out at Mts Walisongo 2 in Sukomakmur Village, Kajoran District, using the Asset Based Community Development (ABCD) approach. The service team used the drill learning method to improve students' public speaking skills in carrying out the activities. This mentoring was implemented successfully and significantly impacted the public speaking skills of Mts Walisongo 2 students.