Self-regulated learning in immersive virtual reality: A case study on a pre-service teacher's behavior and perceptions

Immersive and interactive learning provided by virtual reality is promising, however it has not yet achieved mainstream acceptance in educational contexts. Self-regulation is a crucial process for enhancing learning experiences in multimedia-rich environments such as immersive virtual reality (IVR). Therefore, it is beneficial to investigate self-regulated learning (SRL) behaviors in learners who are using an immersive virtual environment and engaging in a novel task independently. We employed a single case study design to deeply examine the SRL behaviors and perceptions of Jake, a pre-service mathematics teacher at a public university, during his initial experience with IVR technology. We used an IVR environment designed as an immersive algebra learning experience focused on understanding the exponential spread of a virus and developing skills for working with exponential functions. In a thorough analysis of qualitative data, we identified patterns, and reported themes. During Jake’s performance in the IVR, various SRL behaviors were observed. While his performance demonstrated rich monitoring and control behaviors, planning and evaluation were infrequently observed. The results regarding Jake’s SRL behaviors were categorized into two themes: the occurrence of SRL in cycles consisting of planning, monitoring, control and evaluation, and a wider variety of behaviors related to SRL components during challenging moments. Additionally, Jake’s post-performance interview echoed the findings about his SRL and revealed his awareness of his behavior during the task. Implications of our findings and further steps for exploring SRL in IVR settings are discussed.