The Interplay of Self-regulation, Cognitive Load and Learner Resources: Implications for Learning Outcomes in Virtual Reality
Nina Peltzer·Constanze Richters·Salome Flegr·Raphael Cera·Jochen Kuhn·Matthias Stadler·Martin R. Fischer·Christoph Hoyer
This study investigated how cognitive load, self-regulation, and learner resources interact to shape conceptual learning in immersive virtual reality (iVR). Building on Seufert’s (2018) model, we examined whether its predictions hold in iVR, how intrinsic (ICL) and extraneous cognitive load (ECL) relate to self-regulation and learning, and how learner resources contribute to these relations. Data from 473 students showed a consistent negative linear effect of ECL on both self-regulation and lear