Acoustic characteristics of voice production in virtual reality-simulated and physical environments: a comparative study in university professors

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datacite.alternateIdentifier.citationVirtual Reality, Vol.28, N°2, -, 2024.
datacite.alternateIdentifier.doi10.1007/s10055-024-00967-4
datacite.alternateIdentifier.issn1359-4338
datacite.creatorRodriguez, Daniel
datacite.creatorBorrego, Adrian
datacite.creatorGuzman, Marco
datacite.creatorLlorens, Roberto
datacite.date2024
datacite.rightsAcceso Abierto
datacite.subjectRealidad Virtual
datacite.subjectEvaluación de Voz
datacite.subjectAnálisis Acústico
datacite.subjectValidez Ecológica
datacite.subject.englishVirtual reality
datacite.subject.englishVoice assessment
datacite.subject.englishAcoustic analysis
datacite.subject.englishEcological validity
datacite.titleAcoustic characteristics of voice production in virtual reality-simulated and physical environments: a comparative study in university professors
dc.date.accessioned5/27/24 14:27
dc.date.available5/27/24 14:27
dc.description.abstractThis study investigated the reliability of a virtual reality-simulated classroom to generate a comparable self-perception of voice quality and acoustic effects of phonation to a real classroom in a group of teachers, and sense of presence. Thirty university professors participated in the study and were required to produce loud connected speech by reading a 100-word text in two conditions: (1) in a real classroom including a group of students, and (2) in a virtual replica of the classroom consisting of a 360-degree video of the same classroom and students, which was displayed using a head mounted display. Ambient noise was controlled in both conditions by playing classroom noise through headphones. The self-perception of voice quality, the long-term average spectrum and smooth cepstral peak prominence were estimated in both conditions. The sense of presence generated by virtual reality was measured after interacting with the virtual classroom. There were no statistically significant differences in the self-perception of voice quality or in the acoustic measures of voice production between conditions. The sense of presence in the virtual classroom was high. Our findings suggest that a virtual reality-simulated classroom generate comparable self-perception of voice quality and acoustic effects of phonation to the real classroom, and a high sense of presence, in a group of teachers. Additionally, it is important to highlight the potential of virtual reality to enhance the ecological validity of acoustic assessment of voice production in laboratories and clinical settings.
dc.formatPDF
dc.identifier.issn1359-4338
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5766
dc.language.isoen
dc.publisherKorean Society of Molecular & Cellular Biology
dc.sourceVirtual Reality
dspace.entity.typePublication
oaire.citationEdition2024
oaire.citationIssue2
oaire.citationTitleVirtual Reality
oaire.citationVolume28
oaire.fundingReferenceInvestigadores Emergentes 2020
oaire.licenseConditionObra bajo licencia Creative Commons Atribución 4.0 Internacional
oaire.licenseCondition.urihttps://creativecommons.org/licenses/by/4.0/
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
uct.catalogadorjvu
uct.comunidadCiencias de la Saluden_US
uct.departamentoDepartamento de Procesos Terapéuticos
uct.facultadFacultad de Ciencias de la Salud
uct.indizacionScience Citation Index Expanded - SCIE
uct.indizacionSCOPUS
uct.indizacionWOS
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