Univirtual Academy

The use of Immersive Virtual Reality (IVR) platforms is increasingly being considered as a vehicle for remote work and in K-12 distance learning. Because collaboration skills are vital for students' holistic growth and the future job market, the need for new approaches to collaboration support in immersive digital learning environments is growing. Computer-supported collaboration scripting and comprehensive training are identified as potential ways to address group work support and improve learning outcomes in IVR-based learning environments. The project focus is on the purposeful design of the online environment fostering self-efficacy and scaffolding to achieve effective collaboration and produce socially shared regulation. The findings of this project have significant implications for teaching and learning collaboration skills in synchronous IVR-based learning environments, where students' trajectories can be divergent and unanticipated. The project seeks to prepare students for the collaborative technological future of remote teamwork by leveraging VR affordances and automated real-time pro-social prompting.
Addendum 1.0
Virtual Reality (VR) learning environments provide immersive and interactive experiences that have the potential to enhance educational outcomes. Collaborative problem-solving tasks in VR environments require effective communication and cooperation among group members. Intelligent Social Agents (ISAs) are computer-based characters programmed with human-like attributes that can interact and collaborate with users in the virtual world. This report aims to investigate the impact of ISA personality on reducing cognitive load when groups collaborate on problem-solving tasks in VR learning environments. The report combines information gathered from literature to analyze ISA personalities' potential effects and implications on cognitive load, group interactions, and learning experiences in this context.