[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100623124":3},{"organization":4,"armGroups":7,"interventions":19,"overallOfficials":25,"centralContacts":25,"locations":30,"responsibleParty":49,"collaborators":53,"id":57,"slug":58,"hasResults":59,"nctId":60,"briefTitle":61,"officialTitle":62,"acronym":25,"eligibilityCriteria":63,"healthyVolunteers":64,"sex":65,"minAge":66,"maxAge":67,"enrollmentInfo":68,"targetDuration":25,"studyType":71,"phases":72,"briefSummary":74,"conditions":75,"keywords":80,"overallStatus":32,"whyStopped":25,"lastUpdateSubmitDate":91,"lastUpdatePostDateStruct":92,"startDateStruct":95,"completionDateStruct":97,"leadSponsor":99,"locationsCount":100},{"fullName":5,"class":6},"University of Liege","OTHER",[8,15],{"label":9,"type":10,"description":11,"interventionNames":12},"Intervention Arm","EXPERIMENTAL","* Indirect method: one information session on general advice about PS\n* Direct method: three sessions of PS training including VR simulations over a course of 3 weeks.",[13,14],"Behavioral: Indirect Method","Behavioral: Direct Method",{"label":16,"type":6,"description":17,"interventionNames":18},"Wait-list control arm","* Indirect method: one information session on general advice about PS\n* Delayed direct method: after a waiting period of three weeks, three sessions of PS training including simulations over a course of 3 weeks.",[13,14],[20,26],{"type":21,"name":22,"description":23,"armGroupLabels":24,"otherNames":25},"BEHAVIORAL","Indirect Method","• General information and advice on PS",[9,16],null,{"type":21,"name":27,"description":28,"armGroupLabels":29,"otherNames":25},"Direct Method","• Learning effective PS oral skills using speech therapy exercises (e.g., modeling, audiovisual feedback) and VR simulations",[9,16],[31],{"facility":5,"status":32,"city":33,"state":33,"zip":34,"country":35,"countryCode":36,"cosmosGeoPoint":37,"geoPoint":42,"contacts":43},"RECRUITING","Liège","4000","Belgium","BE",{"type":38,"coordinates":39},"Point",[40,41],5.56749,50.63373,{"lat":41,"lon":40},[44],{"name":45,"role":46,"phone":47,"phoneExt":25,"email":48},"Lamia Bettahi","CONTACT","+32 4 3664651","lamia.bettahi@uliege.be",{"type":50,"investigatorFullName":51,"investigatorTitle":52,"investigatorAffiliation":5,"oldNameTitle":25,"oldOrganization":25},"PRINCIPAL_INVESTIGATOR","Lamia BETTAHI","PhD Student",[54],{"name":55,"class":56},"Fonds pour la Recherche Scientifique (FRS-FNRS)","UNKNOWN","100623124","virtual-reality-as-a-tool-for-training-public-speaking-skills-in-higher-education-students-100623124",false,"NCT07392554","Virtual Reality as a Tool for Training Public Speaking Skills in Higher Education Students","Virtual Reality as a Tool for Training Public Speaking Skills in Higher Education Students: A Randomized Controlled Trial","Inclusion Criteria:\n\n* Higher education student\n* Speaking french fluently\n\nExclusion Criteria:\n\n* Hearing impairment\n* Voice or fluency disorder at the time of the study",true,"ALL","20 Years","30 Years",{"count":69,"type":70},80,"ESTIMATED","INTERVENTIONAL",[73],"NA","According to the scientific literature, public speaking (PS) is an important skill for students to master. However, a large proportion of students do not feel comfortable speaking in public. PS anxiety impacts oral communication (i.e., voice and fluency). These changes can affect speaker's academic and professional success, as well as his credibility. Performing a high-quality PPP with confidence is therefore rarely an innate skill, but fortunately it can be trained and improved. Therefore, training PS skills in representative settings is crucial but often challenging for PS professionals (e.g., speech therapists, vocologists, coaches).\n\nThis project examines how oral communication skills training including simulations in virtual reality (VR) supports the acquisition of effective oral PS skills. Using acoustic analyses, outcomes from participants in the intervention group (N = 40) will be compared with those of a wait-list control group (N = 40) to determine whether significant differences emerge in filled pauses, speech rate, and vocal intonation during PS. Changes in PS self-efficacy will also be assessed. Regarding secondary outcomes, the study will evaluate changes in self-reported and physiological PS anxiety, as well as self-reported confidence as a speaker. Finally, self-perceived vocal effort during PS will be examined.",[76,77,78,79],"Voice","Speech","Virtual Reality Simulation","Healthy Adult",[81,82,76,83,84,85,86,87,88,89,90],"Public Speaking","Oral Communication","Speech Fluency","Speech Therapy","Virtual Reality","Students","Training","Glossophobia","Anxiety","Verbal Behavior","2026-01-30",{"date":93,"type":94},"2026-02-06","ACTUAL",{"date":96,"type":70},"2026-03",{"date":98,"type":70},"2026-12",{"name":5,"class":6},1]