Tudor Ana-Despina, Poeschl Sandra, Doering Nicola
Ilmenau University of Technology.
Stud Health Technol Inform. 2013;191:120-4.
Speech anxiety (SA) training may help subjects improve their skills on keeping audiences interested in the speech and on managing calm or restless audiences. Attention and lack of attention during speeches are displayed through several nonverbal cues. Such and other nonverbal behaviors can also spread throughout a group and engage whole audiences. The current study is an inquiry into the nonverbal markers of attention and lack of attention during lectures (e.g. note taking, eye gaze towards the speaker, conduct with electronic devices such as mobile phones or laptops). Additionally, the study tries to identify nonverbal behaviors that are diffused and their spatial and time diffusion characteristics. 37 university students at the Ilmenau University of Technology have been observed during a 40-minutes lecture. A quantitative content analysis is conducted to identify patterns of behaviors depicting attention and inattention. Afterwards a qualitative content analysis is carried out to identify contagious behaviors and their spreading characteristics. The findings are used to design virtual audiences (VA) whose members react to each other or display observable audience responses (OAR) and will be implemented into training scenarios for training university students against SA.
演讲焦虑（SA）训练可能有助于受试者提高让听众对演讲保持兴趣以及应对平静或不安听众的技巧。演讲过程中的专注和走神会通过多种非语言线索表现出来。此类及其他非语言行为也会在群体中传播并吸引全体听众。本研究旨在探究讲座期间专注和走神的非语言标志（例如记笔记、注视演讲者、使用手机或笔记本电脑等电子设备的行为）。此外，该研究试图识别具有传播性的非语言行为及其空间和时间传播特征。在伊尔梅瑙工业大学对37名大学生进行了一场40分钟讲座期间的观察。进行了定量内容分析以识别表示专注和走神的行为模式。之后进行了定性内容分析以识别具有传染性的行为及其传播特征。研究结果将用于设计虚拟观众（VA），其成员会相互做出反应或展示可观察到的观众反应（OAR），并将应用于针对大学生演讲焦虑的训练场景中。
