2026 ASEE Annual Conference & Exposition

Facilitating Self-Regulated Learning in Collaborative Virtual Reality: Students’ Perspectives on Effective Instructional Strategies

Presented at Computers in Education (CoED): Computing Pedagogy & Methods (5 of 8) -- T408B

Facilitating Self-Regulated Learning in Collaborative Virtual Reality: Students’ Perspectives on Effective Instructional Strategies

Abstract
This work-in-progress study investigates how instructors can effectively facilitate self-regulated learning (SRL) in collaborative virtual reality (VR) learning environments. Building upon prior quantitative findings that established SRL as a critical factor influencing cognitive, social, and teaching presence, this qualitative phase explores students’ perspectives on instructional practices that promote engagement, collaboration, and learning outcomes in VR-based engineering education.

Eight undergraduate students participated in semi-structured interviews following a collaborative VR land surveying activity. Using both deductive coding (based on established SRL frameworks) and inductive thematic analysis, the study identified seven instructional strategies that students perceived as most supportive of SRL in VR contexts. These included (1) structured guidance and clarity through explicit objectives and scaffolding, (2) facilitation of collaboration and peer support, (3) enhancing real-world relevance by linking VR tasks to professional practice, (4) scaffolding incremental challenges to sustain engagement, (5) encouraging exploration and creativity within the virtual environment, (6) providing accessible troubleshooting and instructor support, and (7) facilitating reflection and feedback to reinforce learning.

Findings underscore the central role of instructors in creating pedagogical conditions that enable effective self-regulation within immersive learning contexts. Intentional design of instructional strategies, particularly those that balance guidance with autonomy, can significantly improve student motivation, teamwork, and metacognitive development. Ongoing work will extend this research by developing instructor training frameworks to support the integration of SRL-focused teaching practices in VR-based engineering education.

Authors

Dr. ISAAC DAMILARE DUNMOYE University of Georgia [biography]

Isaac Dunmoye, Ph.D., is a Limited-Term Instructor in the School of Electrical and Computer Engineering and a Postdoctoral Research Associate at the Engineering Education Transformations Institute (EETI) at the University of Georgia, USA.
Dr. Dunmoye investigates how instructional design, self-regulated learning, and mentoring practices can enhance student engagement, critical thinking, and persistence in engineering.
An experienced educator, Dr. Dunmoye has taught courses in engineering systems, electrical circuits, mathematics, and science education across Nigeria, South Africa, and the United States. He is passionate about mentoring undergraduate and graduate researchers, integrating theory with practice, and designing inclusive learning experiences that foster belonging and academic resilience.
Mr. Animesh Paul The University of Georgia [biography]

Animesh was born in Tripura, India, and raised in a liberal modern “brown” military upbringing. He prefers the pronouns “He/They” and considers himself a creative, sanguine, and outgoing individual. He graduated with a bachelor’s degree in Technology focusing on Electronics and Electrical Engineering from KIIT University. He is now a part of the Engineering Education Transformation Institute as a Ph.D. student under the advisement of Dr. Racheida Lewis. His research is in Engineering Education, focusing on equity, inclusion in the classroom, and easing student transition to the workforce catering to STEM graduates.
Dr. Julie P Martin The University of Georgia [biography]

Julie P. Martin is the Director of the Engineering Education Transformations Institute at University of Georgia. Julie is a Fellow of ASEE and the editor-in-chief of Journal of Women and Minorities in Science and Engineering, where her vision is to change the culture of academic publishing to one characterized by constructive feedback. Julie is an ASEE Fellow and a member of the Hall of Fame.
VINCENT OLUWASETO FAKIYESI University of Georgia [biography]

Vincent Oluwaseto Fakiyesi is a doctoral student in the Engineering Education program at the University of Georgia. He holds a bachelor’s degree in Chemical Engineering and is interested in advancing assessment practices to better understand student learning. His research focuses on cognitive diagnostic modeling, student misconceptions, and adaptive assessment systems. He applies diagnostic models to analyze large-scale educational assessment data and generate actionable insights that support teaching, learning, and personalized feedback in engineering education. He also examines assessment practices in the era of generative artificial intelligence, emphasizing adaptive, interpretable, and learning-centered systems.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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