Inquiry-Based Learning with VR Simulations in Medical Physics: The Relationship Between Self-Regulation, Cognitive Load, and Learner Resources and Their Effect on Learners’ Performance

This study aims to examine 1) how self-regulation (cognitive and metacognitive strategies) is related to intrinsic cognitive load in medical students when experimenting in a VR simulation and 2) how this relationship influences learners' performance (difference in knowledge in a pre- and post-test) and 3) to what extent this relationship is moderated by learners' related resources (executive functions, interest, self-concept, self-efficacy). Thereby, the aim of the study is to empirically test a theoretical model of the relationship between self-regulatory activities, cognitive load and perceived task difficulty (Seufert et al., 2024) in a VR environment and, based on this, to generate fundamental insights for the further design of instructional learning support for learners.