Intervention Study Of Virtual Reality Exposure Therapy On Middle School Students' Speech Anxiety

Objectives Study the current middle school students in the society,and get a preliminary understanding of the psycho-physiological characteristics and overall anxiety level of group of middle school students with speech anxiety.Explore whether the intervention of virtual reality exposure therapy?VRET?on middle school students'speech anxiety is effective,and the discrepancy of the result of the intervention of virtual reality exposure therapy?VR?and the combination of exposure therapy and self-generate physiological coherence system?SPCS?.MethodsStudy 1 used the Interaction Anxiety Scale?IAS?and Personal Report of Confidence as a Speaker?PRCS?to conduct a questionnaire survey of 300 students in a middle school in Beijing.In the second study,60 subjects were divided into virtual group,reality group and controlled group.The virtual group subjects received virtual reality exposure therapy.The actual group subjects received exposure therapy combined with self-generate physiological coherence system.While the controlled group received only the self-generate physiological coherence system.The three groups were supplemented by Interaction Anxiety Scale?IAS?,Personal Report of Confidence as a Speaker?PRCS?,Self-Rating Anxiety Scale under the virtual reality scene,and the virtual reality exposure therapy infiltration.The assessment scale,virtual reality system and self-generate physiological coherence system were used to conduct pre and post test intervention experiments to explore the effect of intervention.Results1 Middle school students have a realtively high social interactive anxiety?P<0.05?,and their speech anxiety was at an average level?t=0.407,P=0.684?;2 The social interasctive anxiety of middle school students is not particularly related to gender,grade,and participation frequency falls to the catagory of trait anxiety?P>0.05?.Whereas speech anxiety affected by grade and participation frequency is state anxiety?P<0.05?.3There was a significant positive correlation between the social interactive anxiety of middle school students and their level of speech anxiety?r=0.594,P<0.001?,and the socail interactive anxiety could significantly influence the speech anxiety level of the speaker(F=156.33^**,P<0.001).4 Scores of Personal Report of Confidence as a Speaker?PRCS??F=2.516,P>0.05?,the score of the Interaction Anxiety Scale?IAS??F=0.221,P>0.05?and the scores of the self-efficacy scale?F=0.563,P>0.05?of the VR group,the actual group and the waiting group before the experiment have no significant difference,indicating that the three groups were homogeneous before the experimental intervention.5 There is a significant difference between the self-confidence scores?t=-2.833,P<0.05?and the social interactive anxiety scores?t=6.087,P<0.05?of the participants in the VR group before and after the experiment,that is,the VR experimental intervention can effectively enhance speaker's self-confidence and help relieve their social interactive anxiety.6 There is a significant difference between the self-confidence scores?t=-2.400,P<0.05?and the social interactive anxiety scores?t=3.418,P<0.05?of the participants in the real group before and after the experiment,that is,the actual group experimental intervention can effectively enhance speaker's self-confidence and help relieve their social interactive anxiety.7 There is no significant difference in the Self-confidence scores?t=-1.730,P>0.05?,social interactive anxiety scores?t=2.067,P>0.05?and self-efficacy scores?t=-0.464,P>0.05?of the participants before and after the experiment,which is consistent with the results of the controlled group with no intervention.8 There was no significant difference in the scores of the VR group and the actual group after the experiment,indicating that the two intervention methods were equally effective.9 The main efficiency of the time of SPCS coordination index is significant,the main efficiency of divided groups is significant,and the interaction efficiency of time and divided groups is significant.10 The SPCS stability index has significantmain efficiency on time and divided groups,and the interaction efficiency of time and divided groups is also significant.11 SPCS evaluation scores have apparent main efficiency and no interaction efficiency on time and divided groups.Conclusions1 Middle school students have a relatively high level of social interactive anxiety and an average level of speech anxiety.social interactive anxiety has a significant impact on speech anxiety.2 Virtual reality exposure therapy has an effective impact on the intervention of speech anxiety of middle school students.3 Virtual reality exposure therapy combined with SPCS has a similar effect with the actual exposure therapy combined with SPCS on the intervention of speech anxiety of middle school students.4 Participants can achieve a certain degree of therapeutic effect without a particularly high infiltration sensation.Figure1;Table13;Reference 89.