Investigating College Students' and Instructors' Perspectives on Adopting Technologies for Public Speaking Skills Development in a Hispanic Serving University

Technology has been shown to reduce students public speaking anxiety, enhance their delivery skills, and increase presentation self-efficacy. However, students can only garner benefits if technology designed for improving public speaking skills has been adopted and implemented. This study aims to an...

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Bibliographic Details
Published in:International journal of education and development using information and communication technology 2023-01, Vol.19 (1), p.80-101
Main Authors: Cheng, Ying, Boyraz, Maggie, Taylor, Julie L, Gilbert, Rosemarie
Format: Article
Language:English
Subjects:
Anxiety
Artificial intelligence
Classrooms
College students
Communication
Decision making
Educational technology
Feedback
Hispanic people
Hispanic serving institutions
Online instruction
Pandemics
Pedagogy
Perceptions
Public speaking
Self awareness
Skill development
Teaching
Technology Acceptance Model
Technology adoption
Virtual reality
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Summary:Technology has been shown to reduce students public speaking anxiety, enhance their delivery skills, and increase presentation self-efficacy. However, students can only garner benefits if technology designed for improving public speaking skills has been adopted and implemented. This study aims to analyze the relationship between students communication competence, perceived technology features, technology satisfaction, and intention to use technology designed for improving public speaking. In addition, we examined instructors insights into incorporating such technologies for public speaking into classrooms. Based on the technology acceptance model (TAM), the study focuses on decision-making surrounding the adoption of two technologies for public speaking (a video-based technology that facilitates real-time feedback from humans, and an AI-based technology for automatic feedback) in a Hispanic-Serving Institution. A quantitative survey with students (n = 80) and a qualitative survey with instructors (n = 11) were conducted. Findings of a path analysis indicate that students with lower levels of competence in communication tended to find public speaking technologies more useful. Moreover, students perceived technology usefulness and ease of use were positively associated with intentions of future technology use through technology satisfaction. Additionally, a qualitative analysis of instructors responses revealed that technologies could be helpful for teaching public speaking if they assist rather than replace instructors in offering feedback.
ISSN:1814-0556