2655 - CBT AND VIRTUAL REALITY INTERVENTIONS TO REDUCE ORAL EXAM ANXIETY: THE ROLE OF UNIVERSITY COUNSELING IN PROMOTING STUDENT WELL-BEING

Session: D16S010 - Counseling and new technologies
AUTHORS:
Mammarella Silvia (University of L'Aquila ~ L'Aquila ~ Italy) , De Luca Dalila (University of L'Aquila ~ L'Aquila ~ Italy) , Gagliardi Alessio (University of L'Aquila ~ L'Aquila ~ Italy) , Cicchini Elena (University of L'Aquila ~ L'Aquila ~ Italy) , Pesci Ludovica (University of L'Aquila ~ L'Aquila ~ Italy) , Roncone Rita (University of L'Aquila ~ L'Aquila ~ Italy) , Giusti Laura (University of L'Aquila ~ L'Aquila ~ Italy)
Abstract text:
Introduction: Exam anxiety is common among university students, negatively affecting academic performance, self-esteem, and psychological well-being. Virtual reality (VR) has recently emerged as a promising tool for managing anxiety and phobic disorders. However, few studies have evaluated whether VR before oral exams can reduce anxiety, improve performance, and prevent prolonged out-of-course status.
Objectives: Within the national multicenter Me.Mo PROBEN project, this study examines the effectiveness of a Cognitive Behavioral Therapy (CBT)-based anxiety management program combined with a VR oral exam exposure module (Cerebrum VR Srl, 2025) in preventing and reducing exam-related anxiety and improving academic performance among university students.
Methods: All students could access the program by registering via QR code. At baseline (T0), participants completed the State-Trait Anxiety Inventory (STAI-Y) and the General Health Questionnaire (GHQ-12), and information on exam difficulties and academic satisfaction was collected. The CBT-based training, adapted from the G. Andrews protocol, included three brief modules: (1) psychoeducation on exam anxiety, (2) slow breathing, and (3) progressive muscle relaxation. This was followed by an immersive VR public speaking session simulating an oral exam, during which students applied the learned techniques. State anxiety was assessed at T1, while academic performance will be evaluated at T2, at semester's end.
Results: At T0, students showed moderate trait anxiety (mean STAI-Y = 46.7, SD = 5.7) and moderate emotional distress (mean GHQ-12 = 21.1, SD = 9.3), mainly due to fear of oral exams. Forty percent were out-of-course students. At T1, trait anxiety decreased (mean = 42.5, SD = 4.3). Data collection for T2 is ongoing. The immersive VR experience was highly engaging and motivating, with an average satisfaction score of 8.7/10.
Conclusion: Brief CBT modules combined with VR effectively reduce anxiety during simulated oral exams and represent a promising preventive tool in university counseling services.