Recent research indicates that most post-secondary students in North America "felt overwhelming anxiety" in the past few years, negatively affecting well-being and academic performance. Further research revealed that other emotions, biases, perceptions, and negative thoughts, can similarly affect student academic performance. To address this problem, we classify these counterproductive mindsets, including anxiety, into Scarcity Mindset, a self-limiting perspective that appropriates cognitive bandwidth required for essential processes like learning in favour of addressing more critical needs or perceived insufficiencies. Through a multi-disciplinary literature analysis of ideas in cognitive science, learning theories and mindsets, and current technology approaches that are suited to address the limitations of scarcity thinking, we identify strategies to help transition students to a more positive Abundance Mindsets. We demonstrate that these priming intervention strategies can transfer to leading-edge digital environments, particularly Virtual Reality (VR). Offering further insights into the findings of our two previously presented studies, we argue that priming interventions related to preparatory activities and the context priming are transferable to virtual reality environments. As such, building on our multidisciplinary research insights, we propose a comprehensive priming model that exploits priming techniques in an iterative process called Cyclical Priming Methodology (CPM). These intervention strategies can focus on student preparation, motivation, reflection, the context of the learning environment, and other aspects of the learning process. Building on CPM, we further propose a technology implementation within VR called Virtual Reality Experience Priming (VREP) and discuss the process to embed CPM/VREP activities within the Experiential Learning Theory (ELT) cycle.

翻译：近期研究表明，北美多数大专学生在过去几年中"感受到压倒性焦虑"，这对其心理健康和学业表现产生了负面影响。进一步研究显示，其他情绪、偏见、认知及消极思维同样会影响学生学业表现。为解决此问题，我们将包括焦虑在内的这些适得其反的心态归类为"匮乏心态"——一种自我限制的视角，它会挪用学习等基本过程所需的认知带宽，转而应对更迫切的需求或感知到的不足。通过跨学科文献分析认知科学、学习理论与心态领域的研究成果，以及当前适合解决匮乏思维局限性的技术方法，我们识别出帮助学生转向更积极"丰裕心态"的策略。研究表明，这些启动干预策略可迁移至前沿数字环境，尤其是虚拟现实（VR）。基于先前两项研究的发现，我们进一步论证与准备活动及情境启动相关的干预措施可迁移至VR环境。由此，整合多学科研究洞见，我们提出一个名为"循环启动方法论（CPM）"的综合启动模型，该模型利用迭代过程中的启动技术。这些干预策略可聚焦于学生准备、动机、反思、学习环境情境及学习过程的其他方面。基于CPM，我们进一步提出VR环境中的技术实现方案——"虚拟现实体验启动（VREP）"，并探讨如何在体验式学习理论（ELT）周期中嵌入CPM/VREP活动。