Abstract
This article explores the effectiveness of virtual reality (VR) interventions in reducing anxiety and stress among music students, employing a quantitative, experimental methodology. Utilizing the State-Trait Anxiety Inventory (STAI) and the Perceived Stress Scale (PSS) as measurement tools, the study engaged 120 volunteer musicians from South Ukrainian National Pedagogical University named after K.D. Ushynsky, Ukraine. These participants were randomly assigned to either a control group or an experimental group engaging in tailored VR interventions over a six-month period. The results showed a significant decrease in anxiety and perceived stress levels among the experimental group, as indicated by the STAI and PSS scores. These findings suggest that VR interventions can effectively enhance psychological well-being in music education. The study contributes to interdisciplinary knowledge, combining technology with educational methods, and recommends incorporating technology-driven approaches in curricula to address the emotional and mental health challenges faced by students. Furthermore, the article broadens the existing understanding of VR’s impact on anxiety and stress reduction and offers practical insights for educators, psychologists, and policymakers, particularly advocating for the adoption of these methods across Asia.
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Yang, P. Virtual reality tools to support music students to cope with anxiety and overcome stress. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12464-x
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DOI: https://doi.org/10.1007/s10639-024-12464-x