Sit Back and Think: Improving Metacognitive Reflection in Physical and Virtual Reality Classrooms

Abstract

Students face ever increasing expectations on information absorption. This study highlights the paradox between the rapid information absorption often in conjunction with achieving a ‘flow state’, and the underutilization of metacognition. Using self-determination theory and flow to hypothesize conditions where immersive virtual reality (IVR) differs from traditional learning environments. A within-subjects experiment (N=35) was conducted with physical and IVR learning tools conditions. The results of binary logistic regression show that in traditional classroom setting, metacognition is influenced positively by relatedness and negatively by competence, while in IVR including setting, it is more likely when motivated by autonomy. The presence of flow decreases the likelihood of metacognition in both conditions. The study contributes to the discourse on metacognition, motivation, flow, and IVR, suggesting educational leaders should provide alternatives to flow learning, balance competence and promote relatedness in traditional settings while fostering autonomy in IVR to enhance students' metacognitive reflection.