The roles of cognitive and metacognitive strategies in game-based virtual reality learning

Abstract

Virtual Reality (VR) provides immersive learning experiences that can potentially promote learning motivation and performance; however, high spatial presence in VR may impair cognitive and perceptual processing due to resource overload. While current perspectives on multimedia learning emphasize the important role of cognitive and metacognitive strategies, recent studies have suggested that high-immersion VR may, in some cases, be less effective in terms of supporting student learning. Moreover, prior research has depicted distinct learning effects of cognitive and metacognitive prompts. Some studies have declared that cognitive prompts, alone or combined with metacognitive prompts, enhance learning outcomes more than metacognitive prompts alone, while others have highlighted the greater advantages of their combination compared to cognitive prompts alone. A game-based VR learning system with cognitive and metacognitive strategies was designed in this study to support students' inquiry-based science learning activities, and to examine their individual and interaction effects on learning outcomes. A two-factor experimental design was adopted to address the research questions assessing the effects of this approach on students’ science learning achievements, problem-solving tendencies, and self-efficacy. Furthermore, four groups of students aged between 10 and 11 years old participated in the experiment, each following different prompt conditions: cognitive (cognitive vs. non-cognitive) and metacognitive (metacognitive vs. non-metacognitive) mechanisms during the game-based VR learning activities. Results indicated that students learning with cognitive prompts but without metacognitive prompts displayed better learning achievements and stronger problem-solving tendencies compared to those with no prompts. Moreover, students using only cognitive prompts displayed significantly stronger problem-solving tendencies than those utilizing both cognitive and metacognitive prompts. Furthermore, students with cognitive prompts revealed higher self-efficacy than those without cognitive prompts. This study offers new insights into the roles of cognitive and metacognitive strategies in game-based VR learning, highlighting the potential benefits of cognitive prompts for supporting multimedia learning within high-immersion environments.