The Role of VR-Supported Co-Learning Environments in University Students' Self- Efficacy and Learning Engagement

Abstract

The purpose of this study was to investigate the role and impact of technology-assisted co-learning environments on student learning. While virtual reality technology can create realistic learning situations in limited space, peer-supported regulation tasks can promote learning engagement and self-regulated learning. Due to abstract texts often being used in university textbooks and an increase in self-paced distance learning, keeping focused on reading might lead to learning burnout and anxiety. This mode of learning is too monolithic and relies on a high degree of self- discipline while lacking interactivity and affective support. Therefore, this study examined the potential outcomes of VR-supported co-learning environments, including self-efficacy and three types of learning engagement. A total of 46 undergraduate and graduate students were invited to participate in a learning activity where the control group was asked to read the material about collaborative learning concepts on a PDF file, while the VR group was asked to practice regulation skills with a peer via a 2D VR platform, Gather.town, before and after reading the assigned material. Data were collected using a pretest-posttest design and included demographics and self-reports on self-efficacy and learning engagement. Results showed that there was no group difference concerning self-efficacy via the ANCOVA test. However, the VR group was found to report greater affective engagement than the control group with the self- efficacy pre-test held constant. Implications concerning practical contributions to instructional design and the integration of virtual technology into learning were discussed. Future studies are encouraged to create rich and diverse learning opportunities to enhance student's learning self-efficacy and engagement.