Virtual Reality Learning Research Articles

Demonstrative Learning for Human-Agent Knowledge Transfer

Demonstrative learning in virtual reality (VR) is a pivotal learning strategy for knowledge transfer for embodied agents. While existing studies have extensively explored agents’ knowledge transfer through self-demonstrative learning (SDL) or teacher-demonstrative learning (TDL), there has been limited focus on a system that integrates both paradigms. This paper proposes a comprehensive system that combines the SDL paradigm with the TDL paradigm in VR from a top-down perspective. The system involves using directed probabilistic graphs (DPGs) for knowledge representation, constructing detectors and actuators based on object fluents and atomic actions, representing knowledge acquired from both learning paradigms on the DPGs, and incorporating knowledge integration and visualization. Through system evaluation, we show the advantages of integrating two demonstrative learning paradigms, including increased learning efficiency, mitigating demonstrator's deficiencies, and more logical task execution. The study also reveals that a dynamically decreasing fusion factor with the learning progresses, performs well across different correct percentages of teacher demonstrations. Additionally, we show a more decentralized demonstration in the middle of the agent's learning progress maximizing learning efficiency when demonstrating only a few atomic actions. Finally, we assess the system's generalizability and delineate its boundaries. With the ongoing development and the increasing availability of human data in VR, we anticipate that our system can be applied to future scenarios of efficient human-agent knowledge transfer in human-agent symbiosis.

A comparative study on the impact of four different SVVR-supported intercultural learning environments on learners’ intercultural competence and learning engagement

ABSTRACT In the digital age, spherical video-based virtual reality (SVVR) emerges as a powerful tool for intercultural education, enabling immersive experiences that transcend geographical boundaries. However, prevalent research often reduces learners to passive observers, constraining the cultivation of intercultural competence. This study addresses the gap in current research by examining the effects of learning devices and interaction components within SVVR environments, based on embodied cognition theory, on intercultural competence. Additionally, it also focuses on student engagement during intercultural learning in SVVR environments, an aspect that previous studies have insufficiently explored. Using a mixed-methods approach with 80 participants from China and Indonesia, we compared four distinct learning environments: Basic Learning Environment (BLE), Virtual Reality Learning Environment (VRLE), Basic Guide Learning Environment (BGLE), and Embodied interactive Learning Environment (EILE). The findings indicate that the EILE, which achieves a higher level of embodied interaction, significantly enhances intercultural competence and learning engagement compared to other conditions. Specifically, EILE group showed superior emotional and cognitive engagement, as well as diverse and proactive behavioural patterns. This study underscores the importance of educational design in SVVR, showing that careful consideration of learning devices and interactive components can promote active learning, deeper understanding, and positive learning behaviours.

Enhancing multimodal output in CLIL education: the impact of VR games on fourth-grade students’ English poster designs and presentations in Taiwan

Despite the growing recognition of the importance of multimodal input and digital virtual reality (VR) games in enhancing EFL learners’ productive language skills, a significant gap remains in empirical research examining their impact on multimodal output—particularly writing and speaking—within content and language integrated learning (CLIL) science education. This quasi-experimental study addresses this gap by investigating the potential benefits of using VR games to enhance fourth-grade CLIL students’ productive language skills, specifically writing and speaking, through the analysis of their ability to convey scientific concepts in multimodal output. Grounded in self-regulated learning (SRL) theory, the study compares the effects of multimodal input embedded in VR games with those of traditional PowerPoint (PPT)-led games on students’ English poster designs (writing) and oral presentations (speaking), using the 4Cs (Content, Communication, Cognition, and Culture) framework in multimodal assessments. The study involved 81 fourth-grade students from three Taiwanese public elementary schools, divided into an experimental group (EG = 40) using VR-based games and a control group (CG = 41) using PPT-led games for content review. A mixed-methods approach was employed, combining quantitative evaluations with rubrics based on the 4Cs framework and qualitative rater reflections to provide a comprehensive understanding of how different review methods influenced student performance and creative output. Quantitative findings revealed that students using VR review games significantly outperformed those using traditional PPT games in aspects of Content and Cognition for both poster designs and presentations, demonstrating greater depth, accuracy, and application of scientific concepts and higher-order cognitive skills. In terms of Communication, the EG showed higher target vocabulary usage and sentence complexity in presentations, but no significant differences were found in Culture outcomes between the groups or in Communication in posters. Expert raters’ reflections further highlighted that students using VR games exhibited more innovative and integrated use of scientific content, critical thinking, and multimodal expressions, reflecting deeper engagement with the material. This study empirically demonstrates that game-based virtual reality learning environments (VRLEs) significantly enhance students’ multimodal output in content and cognitive skills. Theoretically, it extends the application of SRL in CLIL contexts by highlighting the potential of VRLEs to foster advanced cognitive skills and emphasizes the importance of multimodal assessments in capturing comprehensive student learning outcomes. Future research should explore integrating cultural content into VR environments to enhance students’ cultural awareness and sensitivity.

Promoting Nursing Diversity, Equity, and Inclusion Through Virtual Reality Learning.

Nurse leaders are foundational to the success of creating an inclusive culture and climate and responding to situations of discrimination, racism, microaggressions, and bias in healthcare settings. This article describes a leadership education initiative using virtual reality to provide diversity, equity, and inclusion training for nurse leaders. Immersion in a lived experience provides a safe and effective learning environment to promote, improve, and exemplify diversity, equity, and inclusion principles and should be explored for other educational applications.

Virtual Children’s Hospital for Learning Pediatric Nursing

Abstract Background In the context of a funded Erasmus+ program, a platform of a Virtual Children’s Hospital for Learning Pediatric Nursing - VLPN is being developed. The education of nurses working with children, adolescents and families, needs to include specialized knowledge, skills, attitudes and behaviors that will empower them to provide optimal and high-quality care. The virtual platform enables the improvement of pediatric nursing competences of the nursing students through interactive and self-paced activities and content. Objectives 1. To develop an immersive and interactive virtual reality learning environment (VRLE), a virtual children’s hospital and new teaching and learning methods and practices, utilizing virtual reality and simulation in teaching. 2. To promote the international collaboration of students and lecturers through the VRLE Results The results are preliminary. 1. The VRLE includes educational materials developed to be integrated in the pediatric nursing studies, easy to access and use by the students and teachers with innovative self-pace learning material i.e. videos, 3D-models, interactive tests. Digital patients can react to the provided care with speech, movement, facial expressions and gestures, something that is not possible with the manikins in the Labs. 2. Nursing students and lecturers from different countries can participate in joint remote seminars or workshops in the VRLE, sharing and comparing their country and culture-specific differences and similarities in the nursing practices. VRLE and digital materials enables synchronous and asynchronous learning. Conclusions VRLE is highly conducive to clinical and procedure-focused training by enabling simulation. VR methods offer nursing students the opportunity to practice skills in a safe and risk-free environment in an immersive way. It can be accessed by multiple students, teachers or nurses at the same time from different locations in different countries. Key messages • New innovative VRLE enhances nursing students’ knowledge and skills that are needed when working with sick children and their families. • International collaboration, interaction and mobilization are enabled by using a virtual platform instead of traveling, thus strengthening the co-operation in European higher educational institutes.

Advances in research on learning in immersive virtual reality.

Advances in research on learning in immersive virtual reality.

Study of Graphic Armatures, Multimodal Cues, and Numeric Measures in Virtual Reality on Learners’ Performance and Workload

Virtual reality (VR) is increasingly utilized in education, yet its effectiveness can vary due to potential distractions and excessive workload. Prior research suggests that virtual signaling elements can enhance learning in VR environments. However, the effectiveness of different design elements for specific learning content and their impact on learner workload remain understudied. This study examines the influence of graphic armatures, multimodal cues, and numeric measures on scale learning in Scale Worlds, a VR learning environment for exploring scientific entities across multiple scales. Preliminary results indicate that numeric measures notably enhance learning outcomes by providing direct scale representations. It shows that different virtual elements can variably affect learners’ scale learning outcomes and behaviors and can lead to varying levels of workload. This study underscores the importance of aligning the design of virtual elements with educational objectives and ensuring they induce an appropriate level of workload for learning in VR learning environment.

Subsurface Geosciences Learning in Virtual Reality: A Case Study in Central Luconia Province, Malaysia

The recent proliferation of Extended Reality (XR) applications in geoscience education and research has opened new avenues for the enhanced visualization and analysis of the Earth’s geodata. This study specifically explores the benefits for teaching when supplementing industry standard software packages, such as Paleoscan, Petrel, and JewelSuite, with 3D visualization in XR. The teaching focuses on but is not limited to an understanding of subsurface seismic and well data. During this study, the undergraduate Petroleum Geoscience students transitioned from 2D computer screen visualizations to immersive XR tools. The dataset selected for teaching focuses on the subsurface carbonate EX field in the South China Sea. The EX-field in Central Luconia is located 100–300 km from Sarawak’s coastline in water depths of 60–140 m. It includes a post-stacked time- 3D seismic cube linked to wells, allowing students to work with seismic data, adjust scales, and conduct preliminary seismic analysis. The findings revealed a significant improvement in respondents’ skills in comprehending and analysing seismic and core data, enhancing the overall learning experience in Petroleum Geoscience. This paper also examines the students’ feedback on their learning experiences during virtual subsurface visualization throughout their university degree in geoscience. For evaluating learning success, we used an approach that merges quantitative and qualitative data, The students’ perceptions were assessed through anonymous quantitative surveys and questions. The analysis of student responses emphasizes the valuable learning experience offered by 3D virtual environments designed for realistic first-person navigation and freedom of movement, like a real field experience. The results highlight the potential of virtual subsurface visualization for imparting essential skills to geosciences.

Does Embodiment in Virtual Reality Boost Learning Transfer? Testing an Immersion-Interactivity Framework

This study investigates the role of embodiment when learning a technical procedure in immersive virtual reality (VR) by introducing a framework based on immersion and interactivity. The goal is to determine how increasing the levels of immersion and interactivity affect learning experiences and outcomes. In a 2 × 2 factorial design, 177 high school students were assigned to one of four experimental conditions, varying levels of immersion (learning in immersive virtual reality wearing a head-mounted display (VR) vs. learning via a computer screen (PC)) and interactivity (directly manipulating objects using controllers/mouse and keyboard (congruent) vs. indirectly manipulating objects with a laser pointer to select a course of action (incidental)). The main outcome measure was a transfer task in which students were required to perform the task they had learned in the virtual environment using concrete objects in real life. Results demonstrated that students in the VR conditions experienced significantly higher levels of presence, agency, location, body ownership, and embodied learning compared to participants in the PC conditions. Additionally, students’ performance during the virtual lesson predicted their real-life transfer test. However, there were no significant effects of immersion or interactivity on any of the transfer measures. The results suggest that high immersion in VR can increase self-reported measures of presence, agency, location, body ownership, and embodied learning among students. However, increased embodiment—manipulated by adding immersion and congruent manipulation of objects did not improve transfer.

Educational needs for virtual reality-based simulation training in the nursing care of adult respiratory patients: an explanatory sequential mixed-methods study.

We aimed to ascertain the current state of and needs for virtual reality (VR)-based simulation training in the care of adult respiratory patients. Learning to care for patients with infectious respiratory disease is crucial in nurses' practical education. Thus, studies on the state of VR-based simulation-training are required. We used an explanatory sequential mixed-methods design. The sample included 122 new nurses at two advanced general hospitals and five educators at a nursing college. The educational needs of virtual reality-based simulation education were measured by the tool developed in this study. Research data were collected from August 31 to September 26, 2022. Quantitative data were subjected to a descriptive analysis, while qualitative data were subjected to content analysis. The new nurses in this study had a mean age of 24.51 years and total clinical experience of 11.18 months; 82.8% of the participants had experience in adult respiratory patient care, and 94.3% were aware of the need for this training. In the qualitative data analysis of six new nurses, all participants had experience with simulation training and were aware of its need. Moreover, all participants wanted repeated VR-based simulation training using real clinical cases. Regarding the qualitative data analysis of five nursing college educators, most of them had experience providing and receiving simulation training, and they were aware of its need in caring for respiratory patients. They reported the need for VR learning spaces that reflect the clinical environment, alongside sufficient duration and frequency of learning. Our findings could help develop simulation training programs for nursing students to assist adult respiratory patients. We provide a basis for developing VR-based simulation training for respiratory care by studying the current state of and demand for nurses' VR-based simulation training. The results can contribute to improving the quality of nursing for adult respiratory patients.

Toward Physiological Detection of a "Just-Right" Challenge Level for Motor Learning in Immersive Virtual Reality: Protocol for a Cross-Sectional Study.

Motor learning, a primary goal of pediatric rehabilitation, is facilitated when tasks are presented at a "just-right" challenge level-at the edge of the child's current abilities, yet attainable enough to motivate the child in persistent efforts for success. Immersive virtual reality (VR) may be ideally suited for "just-right" task challenges because it enables precise adjustments of task parameters in motivating environments. Rehabilitation-specific VR tasks often use dynamic difficulty algorithms based on task performance to personalize task difficulty. However, these approaches do not consider relevant cognitive processes that could also impact "just-right" challenges, such as attention and engagement. Objective physiological measurement of these cognitive processes using wearable sensors could support their integration within "just-right" challenge detection and prediction algorithms. As a first step, it is important to explore relationships between objectively and subjectively measured psychophysiological states at progressively challenging task difficulty levels. This study aims to (1) evaluate the performance of wearable sensors in a novel movement-based motor learning immersive VR task; (2) evaluate changes in physiological data at 3 task difficulty levels; and (3) explore the relationship between physiological data, task performance, and self-reported cognitive processes at each task difficulty level. This study uses the within-participant experimental design. Typically developing children and youth aged 8-16 years will be recruited to take part in a single 90-minute data collection session. Physiological sensors include electrodermal activity, heart rate, electroencephalography, and eye-tracking. After collecting physiological data at rest, participants will play a seated unimanual immersive VR task involving bouncing a virtual ball on a virtual racket. They will first play for 3 minutes at a predefined medium level of difficulty to determine their baseline ability level and then at a personalized choice of 3 progressive difficulty levels of 3 minutes each. Following each 3-minute session, participants will complete a short Likert-scale questionnaire evaluating engagement, attention, cognitive workload, physical effort, self-efficacy, and motivation. Data loss and data quality will be calculated for each sensor. Repeated-measures ANOVAs will evaluate changes in physiological response at each difficulty level. Correlation analyses will determine individual relationships between task performance, physiological data, and self-reported data at each difficulty level. Research ethics board approval has been obtained, and data collection is underway. Data collection was conducted on December 12, 2023, and April 12, 2024, with a total of 15 typically developing children. Data analysis has been completed, and results are expected to be published in the fall of 2024. Wearable sensors may provide insights into the physiological effects of immersive VR task interaction at progressive difficulty levels in children and youth. Understanding the relationship between physiological and self-reported cognitive processes is a first step in better identifying and predicting "just-right" task challenges during immersive VR motor learning interventions. DERR1-10.2196/55730.

Learning Scale in Virtual Reality: Experiences and Perception of Immersive Technology at a Public Middle School

Students have misconceptions of size and scale cognition as they confuse molecules and cells. The team deployed a virtual reality (VR) learning tool, namely Scale Worlds, for K-12 students to use at school. The present work aimed to examine the experience and perception of immersive technology, and logistical challenges of integrating Scale Worlds into a science class. Ten students and three teachers were included in this study with informed consent. Scale Worlds was introduced as part of a science class and then semi-structured interview was conducted. Students’ experience with VR technology included physiological discomfort, psychological nervousness and uncertainty of technology, personal abilities and unfamiliarity, and hardware latency. However, students perceived Scale Worlds to be a useful tool that helped them visualize entities of different sizes, and allowed them to work collaboratively. Teachers expressed desire for more exciting content in Scale Worlds and further usability enhancement, as well as need for additional material preparation time. The team planned to return to the same middle school for another round of in-field study after addressing some of the reported challenges.

Unleashing the Power of Engage Virtual Reality Learning App: A Syntactic Complexity Boost in Intermediate EFL Students' Oral Performance

Abstract In light of the growing enthusiasm in harnessing virtual reality (VR) for educational purposes, this study explores the effectiveness of integrating the Engage Virtual Reality Learning App to enhance the syntactic complexity of oral performances among intermediate EFL students. A cohort of thirty intermediate EFL students was enlisted, divided into an experimental group of 15 and a control group of 15. Initially, the groups underwent a homogeneity assessment utilizing the Preliminary English Test (PET). During the intervention phase, the experimental group utilized the Engage Virtual Reality Learning App for speaking practice, while the comparison group received conventional instruction devoid of VR-based components. The analysis employed descriptive statistics for mean scores and standard deviations, supplemented by a one-way ANCOVA analysis to examine group performance and evaluate the impact of the treatment. The results unveiled a significant enhancement in the oral proficiency of the experimental group in terms of syntactic complexity, underscoring the affirmative influence of integrating the Engage Virtual Reality Learning App. These findings underscore the potential of VR-based instruction to augment authentic language experiences, foster sociocultural learning, stimulate cognitive engagement, yield affective benefits, and contribute to overall language acquisition among intermediate EFL learners.

Pengembangan Media Virtual Reality Berbasis Aplikasi Artsteps untuk Meningkatkan Hasil Belajar Seni Tari

Limitations in providing innovative learning media and in accordance with advances in science and technology provide limitations for students in understanding the material, lack of desire to learn, and low learning outcomes. The purpose of the research is to develop Virtual Reality learning media based on the Artsteps application that can be used to teach students the material of the supporting elements of dance in grade V Elementary School. The type of research used is Research and Development (R&D) using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). This study collected data through test and non-test techniques, the instruments used included questionnaires, interview sheets, expert validation sheets, and pre-test and post-test questions. Data analysis was done through normality test, T-test and N-gain. The results developed in the media in the form of music contained in each dance painting. Material expert validation shows an average score of 97% with "very feasible" criteria, while media experts get a percentage value of 93% with "very feasible" criteria. The effectiveness of using Virtual Reality learning media based on the Artsteps application shows 0.001 for the small-scale T-test and 0.000 for the large-scale T-test, both of which are included in the "High" criteria, indicating a change in behavior and for the N-gain test the average value for the small-scale test is 0.8918 and the average value for the large-scale trial is 0.8612, both of which are included in the "High" criteria. These results indicate that the Virtual Reality learning media based on the Artsteps application is very feasible to use.

Interactivity and identity impact learners' sense of agency in virtual reality field trips

AbstractAgency, or the capacity to take intentional actions, is considered one of the primary affordances of virtual reality (VR) for learning. VR is expected to increase learners' agency because it allows for full‐body interactivity from a first‐person perspective, giving them novel ways of interacting with the digital environment. Yet, agency in immersive learning has not been well‐studied relative to other affordances like presence, and more evidence is needed to understand how varied media and designs heighten or diminish agency. This mixed‐method study addressed this need by developing and validating measures of sense of agency with 30 high school students who used VR field trips in their engineering class over four lessons. By comparing immersive videos to video game‐like interactive graphical environments, the study illustrates some of the complexities of agency in VR. The findings indicate agency is not a unidimensional construct nor is it equivalent to full‐body interactivity in VR as learners felt some types of agency when using immersive videos. Furthermore, learners' identities moderated associations between the type of VR media and their sense of agency, and agency did not change over time as the novelty of VR waned. These results suggest VR designers should consider varied ways of interacting in VR that are beneficial for learning. They also support the use of immersive videos when the educator's goal is to increase agency over learning or focus, and provide measures and direction for future research to assess the relationship between varied types of agency, features of VR experiences and learning outcomes. Practitioner notesWhat is already known about this topic Virtual reality (VR) can enhance learning by giving learners a strong sense of presence in the virtual environment and giving them agency over their learning through novel forms of interactivity. Many studies have looked at increasing the learner's presence in VR, but fewer have assessed learners' agency. Prior work found the impact of increased interactivity on learning was mixed: sometimes it increased learning outcomes and motivation, other times it did not. What this paper adds This study develops and validates measures of learners' sense of agency within VR learning environments. This study finds that more interactivity in VR increases how much agency learners feel over their actions but not necessarily their agency over learning and attention. This study also finds variation in students' experiences of agency based on their culturally defined sense of self‐construal. Implications for practice and/or policy Practitioners interested in immersive learning technologies should consider the design of the media used rather than focusing only on the device's capability. Immersive videos may be effective tools for enhancing student agency, depending on the aims of the learning experience. Designers and educators should consider learners' identities such as self‐construal, and understand student experiences may vary.

Pengaruh Media Pembelajaran Virtual Reality Terhadap Aktivitas dan Hasil Belajar Siswa Kelas XI di SMAN 1 Kartasura

<p>ABSTRACT<br />The Influence of Virtual Reality Learning Media on the Activities and Learning Outcomes of Class XI Students at SMAN 1 Kartasura (Geography Subject material on Natural Disaster Mitigation for the 2021/2022 academic year). The influence of Virtual Reality media on student activities and student learning outcomes, in geography subjects, natural disaster mitigation materials. The objectives of this study are: (1) to determine differences in student learning activities taught using Virtual Reality learning media with Power Point learning media, (2) to find out differences in student learning outcomes taught using Virtual Reality learning media with Power Point learning media. This research was conducted in class XI-IPS-1 for the experimental class and XI-IPS-2 for the control class at SMAN 1 Kartasura. The type of research used is quasi-experimental. The results showed that: (1) there were differences in student learning activities using Virtual Reality learning media with Power Point learning media with an average experimental class of 82.78 and a control class of 76.67, therefore, it can be stated that the average the average student learning activity in the experimental class is greater than the control class. (2) there are differences in student learning outcomes in the experimental class with an average score of 82.92 and in the control class of 61.53, so it can be concluded that student learning outcomes using Virtual Reality media are better than Power Point media.</p><p> </p><p><strong><em>Keywords</em></strong><strong>: </strong><em>Virtual Reality</em>, <em>Learning Activities, Learning Out</em></p>

Use of Virtual Reality Learning Media in the Animal Developmental Structure Course - Lecturer and Student Responses

Use of Virtual Reality Learning Media in the Animal Developmental Structure Course - Lecturer and Student Responses

Advancing VR edutainment design in blended learning: Learners’ views from wine classroom

Previous research has explored virtual reality in wine education, but has primarily focussed on instructional design and learning outcomes, neglecting user interface and experiential (UI/UX) aspects. Therefore, challenges remain for incorporating VR technology in wine classrooms in a blended classroom format, such as limited VR expertise, inadequate technical preparation, and student resistance to pedagogical change. To complement and optimize these gaps, the researcher designed a VR experience system to transform sommelier courses into immersive blended learning experiences. Using a mixed-method approach combining experiments and interviews with 40 participants, this study explored the differences between gaming and instructional VR design in wine education. The study highlighted key considerations in terms of user interface/user experience, including overcoming the difficulty of replicating real-world sensations, increasing engagement through controllers, and providing adequate space for movement. Ensuring comfort and mitigating physical discomfort is critical to a good VR learning experience. This study explores learners' perceptions of blended virtual reality (VR) learning in wine education, including the advantages, issues, and design strategies for improving the VR learning experience and addressing wine education challenges. The findings suggest that to improve the efficacy of VR in wine education, problems must be addressed through improved UI/UX design. This includes pedagogical labelling, sensory integration, active engagement, stability, comfort and language skill development. Enhancing immersion and realism by replicating sensory stimuli and facilitating authentic interactions is critical, as is customising the VR experience for a specific topic and implementing a holistic strategy. The addition of VR technology to the wine classroom can provide learners with feedback and a balanced and immersive blended learning experience, which can in turn improve the effectiveness of wine education.

Enhancing students' learning outcomes in self‐regulated virtual reality learning environment with learning aid mechanisms

AbstractVirtual Reality (VR) has demonstrated significant advantages in various educational fields as it allows learners to actively learn in high interactivity and realism under their learning pace. However, for low‐achieving students, VR learning environments may introduce some challenges, which are problems encountered during their learning process, which lead to difficulties in self‐regulating their learning progress and becoming disoriented in the lack of guidance. This study aims to explore the improvement of self‐regulated VR learning environment based on the Cognitive Theory of Multimedia Learning and enhance the performance of low‐achieving students. We designed a VR course on electronic circuit hardware and programming, providing participants with a series of learning aids in the VR learning environment, including feedback, hints and guidance. Feedback aids provide correct or incorrect feedback after each task or test, guidance aids display progress following each task or test and hint aids offer guidance when inactivity is detected. A quasi‐experiment was conducted by using questionnaires and practical tasks to assess the participants' cognitive levels, practical hands‐on skills, self‐regulated learning abilities and learning engagement after VR learning. The results demonstrated significant improvements in all learning indicators for low‐achieving students. Practitioner notesWhat is already known about this topic Virtual Reality (VR) presents itself as a promising tool for self‐regulated learning (SRL). SRL abilities are of paramount importance within the learning environment of VR. In the context of the self‐regulated Virtual Reality (SRVR) learning environment, low‐achieving students have received little attention. What this paper adds It examines the effectiveness of learning aid mechanisms within the SRVR learning environment. These mechanisms support cognitive levels and increase engagement in SRVR learning. Low‐achieving learners benefit from the presence of learning aid mechanisms in the SRVR learning environment. Implications for practice and/or policy Providing learning aid mechanisms within the SRVR learning environment can potentially augment learning. Learning aids mechanism have the potential to provide comprehensive support within the SRVR setting.

The Perceptions of University Students as to the Benefits and Barriers to Using Immersive Virtual Reality in Learning to Work with Individuals with Developmental Disabilities

The Perceptions of University Students as to the Benefits and Barriers to Using Immersive Virtual Reality in Learning to Work with Individuals with Developmental Disabilities