Publication: AI and wearable sensors in Higher Education to investigate Public Speaking Skills
Authors
Gratani, Francesca ; Capolla, Lorenza Maria ; Dafoulas, Georgios ; Tsiakara, Ariadni ; Kapetanakis, Stelios ; Nalli, Giacomo ; Giannandrea, Lorella
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
https://doi.org/10.6018/red.670031
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info:eu-repo/semantics/article
Description
Abstract
La capacidad de comunicarse eficazmente con el público se considera una habilidad esencial para el avance profesional. Sin embargo, la literatura científica muestra que los trastornos de ansiedad se encuentran entre los trastornos mentales más comunes que padecen los oradores públicos. El presente estudio involucra a estudiantes universitarios de dos contextos y países diferentes y examina su ansiedad al hablar en público mediante el cruce de datos sobre autopercepciones cognitivas, reacciones fisiológicas (frecuencia cardíaca) y aspectos conductuales (expresiones faciales y movimientos corporales). También explora el potencial de los dispositivos portátiles y la inteligencia artificial en la recopilación y el análisis de datos para identificar diferentes perfiles de estudiantes según sus niveles de estrés y ansiedad al hablar en público. El análisis cruzado mostró una buena consistencia y reveló diferencias interesantes entre las dos muestras, incluyendo grupos relacionados con el estrés y estados emocionales. Los datos obtenidos animan a seguir investigando las variables asociadas con la oratoria y las habilidades oratorias. Los desarrollos futuros podrían explorar la contribución potencial de estas herramientas para ayudar a los profesores a diseñar una formación personalizada eficaz y discutir los resultados con los estudiantes para promover la conciencia de sus debilidades y fortalezas.
In most professional fields, being able to effectively communicate to an audience is considered an essential skill for professional advancement. However, the literature shows that anxiety disorders are among the most common mental disorders encountered by public speakers and that public speaking anxiety can negatively impact on the learning experience of undergraduate students. The present study involves university students from two different contexts and countries and examines their public speaking anxiety by cross-referencing data on cognitive self-perceptions, physiological reactions (heart rate), and behavioural aspects (facial expressions and body movements). It also explores the potential of wearable devices and artificial intelligence in data collection and analysis to identify different student profiles according to their levels of stress and public speaking anxiety. Despite various limitations, the cross-analysis showed good consistency and revealed interesting differences between the two samples, including stress-related clusters and emotional states. The data obtained encourage further research into the variables associated with public speaking and oratory skills. In addition, future developments of this study aim to further explore the potential contribution of these tools in assisting teachers in designing effective personalised training, as well as sharing and discussing data with students to promote awareness of their weaknesses and strengths.
In most professional fields, being able to effectively communicate to an audience is considered an essential skill for professional advancement. However, the literature shows that anxiety disorders are among the most common mental disorders encountered by public speakers and that public speaking anxiety can negatively impact on the learning experience of undergraduate students. The present study involves university students from two different contexts and countries and examines their public speaking anxiety by cross-referencing data on cognitive self-perceptions, physiological reactions (heart rate), and behavioural aspects (facial expressions and body movements). It also explores the potential of wearable devices and artificial intelligence in data collection and analysis to identify different student profiles according to their levels of stress and public speaking anxiety. Despite various limitations, the cross-analysis showed good consistency and revealed interesting differences between the two samples, including stress-related clusters and emotional states. The data obtained encourage further research into the variables associated with public speaking and oratory skills. In addition, future developments of this study aim to further explore the potential contribution of these tools in assisting teachers in designing effective personalised training, as well as sharing and discussing data with students to promote awareness of their weaknesses and strengths.
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Citation
RED: revista de educación a distancia, N. 83, V. 26, 2026
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