Abstract:

Immersive virtual reality provides a unique and engaging learning environment that can enhance the learning experience. In traditional learning, SRL strategies can help students regulate their learning process, leading to improved learning outcomes. Thus, understanding how SRL operates in IVR can help researchers design effective instructional interventions that leverage the full potential of this technology. This study aims to achieve three research purposes: 1) to examine the effects of self-regulated learning (SRL) design elements on students' science learning, 2) to investigate the impact of SRL design elements on students' perceptions of immersive virtual reality (IVR) and cognitive load, and 3) to explore the correlational relationships between perceptions of IVR and cognitive load. The research design involves an experimental group and a control group, with the independent variable being the inclusion of self-regulated learning (SRL) design elements in the immersive virtual reality (IVR) learning materials. The SRL design elements in this study consist of awareness of learning goals, progress monitoring, and self-evaluation. In contrast, the control group receives the IVR material without SRL strategies. The content of the IVR materials focused on "water in nature," encompassing concepts such as condensation and evaporation, water transportation in plants, the water cycle, and the three states of water. The content was specifically designed for upper-level elementary students.

A comparison is made between the experimental group (N= 53) and control group (N=52) for several variables, including perceptions of IVR (e.g., presence, control, and active learning), cognitive load, and science learning outcomes. The participants were fifth-grade students from central Taiwan. Data were collected through self-reported questionnaires and a science concept assessment. Participating students were randomly assigned to the experimental and control conditions.

First, ANCOVA tests revealed that students in the experimental group outperformed those in the control group in both the higher-level and lower-level post-tests of science knowledge, with the pre-tests used as a covariate. Second, the results of t-tests showed that no significant differences could be found between the experimental and control groups in terms of presence, control and active learning, and all subscales of cognitive load. Finally, the Pearson correlation analyses showed that students' perceived presence, control, and active learning negatively correlated with extraneous cognitive load, while they were positively correlated with germane cognitive load.

The study has significant implications for future research and instructional design in IVR learning environments. SRL design elements in IVR can facilitate students' acquisition of science knowledge. However, the SRL design elements did not affect students' sense of presence, nor did they enhance their sense of control and active learning in the immersive virtual environment. Furthermore, we discovered that students' germane cognitive load can be positively enhanced through an improved sense of presence and a stronger sense of agency. Recommendations for IVR design will be discussed during the presentation.

Keywords:

Virtual reality, cognitive load, presence, science learning.