@article{oai:nagasaki-u.repo.nii.ac.jp:00003211,
 author = {矢野, 香},
 journal = {長崎大学大学教育イノベーションセンター紀要, Journal of the Center for Educational Innovation Nagasaki University},
 month = {Mar},
 note = {This study aimed at examining whether different themes in oral presentation trainings show some effects on the order of verbal and non-verbal trainings as well as on the oral presentation ratings. The presentation topic was ‘academic research’.The participants were divided into 2 groups. The first group received a verbal-skill training followed by a
nonverbal-skill training. The second group received the trainings in the reverse order. The presentation by the participants were video-taped after each training and the recordings were rated by the experts and the participants themselves in terms of four aspects: Organization, Language, Delivery and Main Message. Then the results were compared with the previous results of self-introduction study. The self-rated scores for Delivery improved after each training session regardless of the training order, which was in line with the results
for ‘self-introduction’. The experts' ratings were found to have improved in all four aspects for all groups after two training sessions. This was the same as the previous results. Organization may improve when the presenters receive a verbal-skill training first for the theme of ‘self-introduction’. On the other hand, in the groups the participants presented on
‘academic research’, the training order had no related with the score because（both groups improved the score as well）This result may have been obtained because some themes are easier to understand than others. In conclusion, the present results suggested that the order for the verbal-skill and nonverbal-skill trainings should be decided based on the possible effects of understanding the presentation theme., 長崎大学大学教育イノベーションセンター紀要, 7, pp.9-18; 2016},
 pages = {9--18},
 title = {テーマの違いによるプレゼンテーションスキル訓練効果の相違},
 volume = {7},
 year = {2016}
}