What question did this study set out to answer?

This study aims to understand how metacognitive scaffolding mechanisms can facilitate regulation in collaborative VR learning tasks.

February 26, 2026Technology Knowledge and Learning0 citationsOpen Access

Exploring Scaffolding Mechanisms for Learning Regulation in Immersive Collaborative VR Environments

LPLaura Claudia Johanna PfliegerTechnical University of Munich TBTamara BaumannUniversity of Würzburg MHMelanie HartmannUniversity of Würzburg

Key Points

This study aims to understand how metacognitive scaffolding mechanisms can facilitate regulation in collaborative VR learning tasks.
Introduced the Metacognitive Group Awareness Tool (VRMeta-REG) to support learners' task understanding and shared regulation.
Employed a pre-post design with 43 pre-service teachers working in dyads and triads.
Conducted pre- and post-tests to measure learning gains and metacognitive self-perceptions.
Utilized Process Analysis (PA) and Temporal Network Analysis (TNA) to explore regulatory dynamics.
High-performing groups displayed structured regulation patterns leading to sustained cognitive engagement.
Low-performing groups struggled with metacognitive awareness and fragmented regulation.
The tool was beneficial for some learners but indicated a need for additional scaffolding for others.

Abstract

Abstract Immersive Virtual Reality (VR) environments offer promising opportunities for collaborative learning, yet they impose substantial sensory and cognitive demands that can challenge effective learning regulation. In collaborative contexts, these challenges are intensified by the need to coordinate individual and group-level processes, requiring heightened metacognitive awareness and shared regulation. This exploratory field study investigates the role of metacognitive scaffolding mechanisms in supporting regulation during collaborative tasks in VR. A Metacognitive Group Awareness Tool (VRMeta-REG tool) was introduced to externalize learners’ perceptions of task understanding, goal setting, and planning, and to visualize group-level states intended to prompt shared reflection and regulation. A pre-post design was employed with N = 43 pre-service teachers working in dyads and triads within a VR environment. Learners used the tool prior to task engagement. Pre- and post-tests assessed learning gains and metacognitive self-perceptions, while Process Analysis (PA) and Temporal Network Analysis (TNA) were applied to visually explore regulatory dynamics during collaboration. High-performing groups demonstrated structured, cyclical regulation patterns, transitioning from early reflection to sustained cognitive engagement. In contrast, low-performing groups misjudged their metacognitive states and struggled to act on the tool’s prompts, leading to fragmented regulation and distraction. These patterns suggest that although the tool facilitates regulation for some, others benefit only with additional, tailored scaffolding when learning in VR. The findings underscore the importance of adaptive scaffolding that activates early metacognitive processes and responds to learners’ regulatory readiness. In sensory-rich, immersive environments, such scaffolds must be sensitive to group differences to ensure focused, sustainable collaboration.

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