Pflieger, Laura C. J.Hartmann, ChristianBannert, MariaAbey CampbellClaudia KrogmeierGareth Young2023-12-042023-12-042023978-3-03868-236-31727-530Xhttps://doi.org/10.2312/egve.20231331https://diglib.eg.org:443/handle/10.2312/egve20231331This study delves into the potential benefits of immersive virtual realities (VR) in augmenting collaborative learning processes. Social VR allows students to work collaboratively on tasks with extended interaction possibilities and interactive environments. These additional possibilities and the resulting increased sensory and cognitive input impact the often already-existing deficits in the learning regulation of students. There is a lack of research on supporting students' individual and collaborative learning regulation in VR learning environments. Our study addresses this gap by introducing a group awareness tool to support students' regulation of learning process in a collaborative VR setting. We report the preliminary results of our study regarding embodiment, learning gain, and change in metacognitive perception over the span of the learning task due to the tool.Attribution 4.0 International LicenseCSS Concepts Human-centered computing -> computer supported cooperative work; Virtual RealityCSS Concepts Humancentered computingcomputer supported cooperative workVirtual Reality10.2312/egve.202313319-102 pages