Effects of Task Complexity on Cognition and Emotion in Self-Regulated Learning Within the Metaverse

• In Event: Exploring Technology-Enhanced Learning Environments to Support Cognitive, Emotional, and Civic Development

Abstract

This study examined how self-regulated learning (SRL) support strategies impact cognition and emotion in different levels of complexity tasks within a metaverse learning environment (MLE). We developed an educational game for college students and offered the study participants SRL support strategies for each group: cognitive, motivational, and controlled. All the participants completed three different complexity tasks during gameplay. This study examined cognition and emotion through biometric data derived from the electroencephalograms and facial expressions of 42 college students. The results showed that the task complexity led to significant differences, while the SRL support strategy types did not in cognition or emotions. The study results provide design implications tailored to the MLE related to SRL support strategies considering task complexity.

Authors

• Eunbyul Yang, Jeju National University

• Jeeheon Ryu, Chonnam National University