A Game-Based Virtual Reality Context with Cognitive Prompts to Support Students’ Problem-Solving and Cognitive Load Management

Abstract

Inquiry-based learning supports knowledge construction but is challenging to implement in science classrooms. Virtual reality (VR) can visualize abstract concepts, and game-based learning promotes cognitive development and higher-order thinking. Reflection prompts help students link prior knowledge to new concepts. This study explored the effects of a game-based VR environment with embedded cognitive prompts on students’ problem-solving and cognitive load. Using a one-group quasi- experimental design in an elementary school, students engaged in a science inquiry task via an interactive VR system with real-time prompts. Results showed improved problem-solving and significantly reduced cognitive load, supporting the effectiveness of cognitive prompts in enhancing learning and reducing mental demands in elementary science education.