| Sumario: | Background: With the increasing availability of immersive technologies such as 360° videos for educational purposes, research needs to shift from media comparison studies to value‐added studies in order to identify conditions for effective learning with such technologies. For the educational use of history‐related virtual reality media, which are characterized by immersion and emotionalization, instructional approaches that promote cognitive and critical rather than emotional processing of the content are required. Objectives: Drawing on research on self‐regulated learning, emotion regulation, and collaborative learning, the present value‐added study examines whether (1) strategy training in cognitive and emotion regulation strategies and (2) collaboration can enhance students' cognitive processing of history‐related 360° videos. Methods: In a quasi‐experimental study with school students (N = 157), we compared the effects of training addressing cognitive and emotion regulation strategies with training focusing on cognitive strategies alone. Before and during each of the two types of training, students were asked to either collaboratively or individually analyse a history‐related 360° video. Results and Conclusions: Training in cognitive strategies alone promotes cognitive processing of 360° videos, while combined training leads to more emotional processing. Collaboration helps students to analyse a history‐related 360° video in a cognitive and reflective way before training and to acquire the cognitive strategies during the training. After training, however, students who had previously collaborated processed the video more emotionally than students who had previously worked alone. This study highlights the importance of tailored instructional approaches to maximize the educational potential of immersive technologies in history education. Lay Description: What is currently known about this topic: 360° videos have been shown to be beneficial but challenging for learning.Emotionalization and immersion can hamper the cognitive processing of history‐related 360° videos.Training in cognitive strategies has shown first positive effects in this regard.Despite the use of cognitive strategies, students tend to unreflectively accept the video content as a valid representation of the past. What does this paper add: Develops and examines a training intervention for cognitive and emotion regulation strategies.Explores how collaboration affects the processing of history‐related 360° videos.Emotion regulation training helps students to describe their emotions but not to redirect their attention to non‐emotional aspects.Cognitive strategy training promotes a cognitive rather than emotional processing of the videos.Collaboration helps students to acquire cognitive strategies during the training. Implications for practice and/or policy: When using VR media (e.g., 360° videos) for history learning, cognitive strategy training should be implemented to support learners' cognitive processing.To reflect on their emotions when processing VR, students require scaffolding beyond the guidance provided by the emotion regulation training tested in this study.
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