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Background: Deep discussions play an important role in students' online learning. However, researchers have largely focused on engaging students in deep discussions in online asynchronous forums. Few studies have investigated how to promote deep discussion via mobile instant messaging (MIM). Objectives: In this study, we applied learning analytical tools (i.e., KBdeX and word clouds) to enhance students' shared epistemic agency and thereby support their deep discussions in MIM. Methods: Forty Chinese college students participated in this study and reflected on their MIM engagement by participating in the learning analytics (LA)‐augmented meta‐discourse sessions. The study used multiple data analysis methods, including content analysis, statistical analysis, epistemic network analysis and lag sequential analysis. Results: We found that LA engaged students in deep discussions and shared epistemic agency‐related discourse, such as creating shared understanding, creating knowledge objects, and projective and regulative processes. In particular, word clouds engaged students in more complete shared epistemic agency discourse trajectory which started from creating awareness of unknowns, then progressed to setting projective plans and sharing information, and ultimately, creating shared understanding. Moreover, our analysis indicated that epistemic agency discourse moves of creating shared understanding led students to a high level of deep discussion. Implications: This study contributes to research by extending the 'comparison paradigm', which focuses on comparing (a)synchronous forums with MIM, to a 'design paradigm', which mobilises design features from (a)synchronous forums to MIM and using learning analytical tools to engage students in deep online discussions by promoting their epistemic agency. Lay Description: What is known in this subject matter: Supporting students' online deep discussions is important.Prior studies have shown multiple technological and pedagogical strategies to support deep discussions in (a)synchronous discussion forums, but few studies in mobile instant messaging (MIM).MIM is a quasi‐synchronous tool. It is difficult to transform the traditional external scaffolds (i.e., scripts or teachers' facilitation) which promote deep discussions from (a)synchronous forums to MIM. What this paper adds to this: We constructed a design framework which used learning analytical tools‐augmented meta‐discourse to engage students in shared epistemic agency discourse moves to promote their deep discussion in MIM.We conducted multiple types of analyses (content analysis, statistical analysis, epistemic network analysis and lag sequential analysis) on students' WeChat message (a major MIM in China).Results indicated both learning analytical tools helped engage students in shared epistemic agency discourse moves, such as creating shared understanding, creating knowledge objects, projective and regulative, thus, to promote students' deep discussions. Word cloud especially engaged students in more complete shared epistemic agency discourse trajectory. Moreover, analysis results indicated that shared epistemic agency discourse moves of creating shared understanding would lead students to a high level of deep discussions. Implications of study findings for practitioners: Our study provides a feasible way to educational practitioners who want to promote students' deep discussions in their online learning course (both fully online and flipped classroom mode).Knowledge Building Discourse Explorer (KBDeX presents the original analysis results of students' written messages in discussion forums as socio‐cognitive networks.) could be implemented in the classroom. The objective is to encourage students to understand the importance of connecting with peers' ideas in a one‐session implementation period.If time allows, teachers could use word cloud and meta‐discourse to engage students in socio‐metacognitive conversations in class to promote their shared epistemic agency discourse in online discussions. [ABSTRACT FROM AUTHOR]

Background: The increased availability of immersive virtual reality (IVR) has led to a surge of immersive technology applications in education. Nevertheless, very little is known about how to effectively design instruction for this new media, so that it would benefit learning and associated cognitive processing. Objectives: This experiment explores if and how traditional instructional design principles from 2D media translate to IVR. Specifically, it focuses on studying the underlying mechanisms of the redundancy‐principle, which states that presenting the same information concurrently in two different sensory channels can cause cognitive overload and might impede learning. Methods: A total of 73 participants learned through a specifically‐designed educational IVR application in three versions: (1) auditory representation format, (2) written representation format, and (3) a redundancy format (i.e. both written and auditory formats). The study utilized advanced psychophysiological methods of Electroencephalography (EEG) and eye‐tracking (ET), learning measures and self‐report scales. Results and Conclusions: Results show that participants in the redundancy condition performed equally well on retention and transfer post‐tests. Similarly, results from the subjective measures, EEG and ET suggest that redundant content was not found to be more cognitively demanding than written content alone. Implications: Findings suggest that the redundancy effect might not generalize to VR as originally anticipated in 2D media research, providing direct implications to the design of IVR tools for education. Lay Description: What is currently known about the topic: Immersive virtual reality (IVR) applications for learning are on the rise, yet little is known about how to effectively design this medium to impact learning and cognition.Even in IVR, many use traditional learning content of text and audio, and ground instructional design decisions in 2D media design guidelines, such as the Redundancy Principle.Redundancy principle states that presenting the same information concurrently in two different sensory channels can cause cognitive overload and might impede learning. What this paper adds to the field: This study examines if and how the Redundancy Principle translates from traditional 2D media to immersive VR.EEG, Eye‐tracking and objective measures were used to study the underlying mechanisms of redundant information processing. The implications of study findings for practitioners: Results show that the redundancy effect might not generalize to VR as originally anticipated in 2D media research.Study shows that the redundancy group performed equally well on learning outcomes and it wasn't found to be more cognitively loading.The study is amongst the first to reveal that participants spend most of their time reading in the redundancy condition. [ABSTRACT FROM AUTHOR]