Speech Invaders: A gamified VR public-speaking simulation activity for reducing public-speaking anxiety and building confidence

This article presents a semester-long public-speaking activity that integrates a custom-built virtual reality (VR) simulation and artificial intelligence–generated feedback to reduce public-speaking anxiety and strengthen students’ delivery skills. Grounded in presence theory, experiential learning, and exposure-based practice, the activity provides students with repeated, scaffolded speaking opportunities beyond what is feasible in traditional classrooms. Using a gamified VR environment, students complete a self-introduction, an informative speech, and a persuasive speech, receiving automated feedback on organization, clarity, nonverbal behaviors, and pacing. The AI-generated feedback functions as formative coaching during practice sessions, while instructors retain responsibility for evaluating graded speech content and final performances. The activity culminates in a live capstone speech, demonstrating the transfer of skills from virtual to in-person settings. Implementation of the activity requires only a shared VR headset and a standard lab computer, making the model adaptable for departments with limited but centralized technological resources. Instructor observations and student reflections indicate increased confidence, improved delivery behaviors, and sustained engagement throughout the semester. Strengths, limitations, and adaptable variations are included to support implementation across diverse instructional contexts.Course This semester-long activity was designed for a public speaking course at a regional university in the southern United States, with students representing a wide range of majors. Sections for this course included 18–24 students, allowing for both in-class instruction and structured VR practice outside scheduled meeting times. The activity was designed for public-speaking instruction to reduce speaking anxiety through gamified elements while providing a virtual environment for additional practice and supporting the development of student confidence in public speaking.Objectives By the end of the semester, students should be able to: (1) prepare and deliver self-introduction, informative, and persuasive speeches with increased clarity and organization; (2) demonstrate increased confidence and self-efficacy when presenting in front of live audiences; (3) reduce public-speaking anxiety through scaffolded exposure to speaking scenarios in a VR environment; (4) apply core competencies in outlining, research, nonverbal delivery, and audience adaptation across both virtual and live performance settings; (5) critically reflect on their speaking performance and progression by incorporating feedback from VR simulation tools, peers, and instructors; and (6) transfer verbal and nonverbal communication skills practiced in VR to live settings, culminating in a final classroom presentation.