The Impact of Feedback Mechanism in VR Learning Environment

With the widespread adoption of Virtual Reality (VR) technology in the academic sector, its potential for enhancing students’ self-regulated learning has attracted significant attention from scholars. This study aims to investigate the impact of applying the signaling principle from the Cognitive Theory of Multimedia Learning (CTML) to feedback system design in VR learning platforms on enhancing learners’ self-regulated learning abilities. Through a series of experiments, this paper compares differences in self-regulation and motivation between students who received specific feedback interventions and those who did not. Findings suggest that students receiving feedback based on the CTML signaling principle demonstrated notable improvements in self-regulated learning abilities, especially in setting learning goals, managing learning time, and selecting learning strategies, along with higher learning motivation. This study not only validates the effectiveness of applying the signaling principle in VR teaching environments but also provides practical evidence for using VR technology to support and enhance students’ self-regulated learning. However, the study has limitations, such as a small participant number and a focus on specific subject knowledge learning. Therefore, future research should validate these findings across broader disciplines and larger sample sizes. Considering the rapid evolution of technology and educational needs, future studies should also explore the application of other CTML design principles in VR learning environments and how these principles can be integrated with VR technology's unique features for optimal learning outcomes.