Supporting learners in immersive virtual reality learning environments : the role of tutor interventions

Abstract

Many studies have examined how personal, behavioral, and environmental factors influence learners' self-regulatory processes. Moreover, with technological advancements, learning environments have evolved and Immersive Virtual Reality learning environments have been introduced, significantly transforming learners’ immediate educational experiences. While the immersive and learner-centric nature of these environments can enhance motivation and engagement, it can also impede learning due to the challenges such as cognitive overload, poor interface design, and lack of familiarity, necessitating effective self-regulated learning skills. Although some research has explored self-regulated learning in Immersive Virtual Reality, there is limited focus on the role of human tutors in supporting these processes. To address the gap, this study employed a mixed-methods approach, primarily utilizing inductive content analysis with quantitative steps, to examine the types, timing, and sequence of tutor interventions in Immersive Virtual Reality learning environments. The data consisted of 25 screen recording of immersive virtual reality simulations aimed for practicing clinical skills in Finnish language among 25 first- and second-year culturally diverse healthcare students studying in two different universities located in Finland. The study revealed that tutors assisted learners in immersive virtual reality by offering timely and adaptive content-, task-, and technology-related interventions, along with positive reinforcement. These interventions were prompted by learners’ mistakes and help-seeking, technical issues, and non-verbal behaviors. The observation indicated that these interventions improved learners’ immediate performance and engagement, although it also led to over-reliance on tutor support in the cases when learners lacked prior knowledge. These findings could be useful for training virtual tutors in immersive virtual reality learning environments by highlighting specific areas where support is most needed. Findings indicate that future research should explore which types of support can be offloaded to technology and which should be retained by tutors.