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In this project, the oral presentations of participants were first recorded and digitally processed through a facial analysis software for face mapping, eye and head movement detection as well as gaze directions. Upon completion of facial mapping, the video recordings were analyzed further to assess participants’ confidence level isolated from the speaking performance itself.
As shown in Figure 1, the blue-colored square marked the entire head area and was used to detect head movements while the red dots detect specific facial features. Red dots around the eye area helped in blinking detection as shown in Figure 2. According to Karson et al. (1981), the increased blink rate often resulted from the process of memorization and performing tasks that require speech. On the instances where participants referred to their notes, blinking was significantly reduced due to visual information processing but increased substantially when participants were trying to recall and say what they have read. The observation of blinking patterns may provide valuable insight about the effect of cognitive load during an oral presentation on facial features along with its relations to confidence level as perceived by the audience.
The appearance of green lines on the pupils indicates the gaze direction to determine the frequency In which direct eye contact was broken or maintained. During oral presentation, it was observed that some participants were able to maintain direct eye contact even in the midst of rapid blinking and eye flutters, while others gazed into different directions therefore breaking direct eye contact. Beebe (1974) emphasized the importance of eye contact from speakers to their audience because it can exude a sense of competence and brought favorable evaluation results when a high level of gaze is maintained.
In this study, confidence rubric was also established where it highlighted several variables that represent confidence level, such as eye contact, blink rate, as well as head movement and gaze direction. In the video recording, each of the variables were observed and scored accordingly as they appeared in millisecond intervals. Patterns might emerge from the consolidated scores where it can show how the immersion aspect of a virtual environment or a lack thereof affect participants’ confidence level. A proposed training model for oral presentations in virtual environment will also be developed.
Studies on the use of VR for enhancing training effectiveness are rare, and the study on its effects remain to be a vast area for further exploration and analysis.
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