Unpacking In-VR Learning Dynamics for Heat Stress Training: A Microgenetic and Sequential Behavior Analysis

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 4
  In Roundtable Session: VR and Haptic Learning Experiences

Abstract

This study examines civil engineering students’ in-training behaviors during immersive virtual reality (IVR)-supported heat stress training. With a lens of Microgenetic Learning Theory, we analyzed 1,854 observations from 27 undergraduates. The microgenetic analytic approach reveals how students develop expertise, protocol adherence, and self-regulation in VR. Key findings reveal a systematic behavioral reorganization across phases, characterized by increased instruction adherence and decreased navigation. Behavioral diversity analysis revealed individual differences. Sequential pattern mining identified dominant transitions. Unsupervised clustering revealed three learner typologies: Systematic (48.1%), Exploratory (25.9%), and Instruction-Dependent (25.9%). These findings extend microgenetic learning theory to IVR, demonstrating increased strategic organization and fostering procedural efficiency. Practical implications for adaptive IVR training systems are discussed.

Authors

• Idowu David Awoyemi, University of Alabama

• Jewoong Moon, University of Alabama

• Stephen Emmanuel Abu, University of Alabama

• Raissa Marchiori, Florida Gulf Coast University

• Siyuan Song, Arizona State University