Augmenting Spatial Learning and Problem-Solving in Game-Based Education Through Virtual Environments

This study investigates whether task-based interaction in 360° virtual reality environments can enhance spatial cognition and problem-solving among learners in game-based education. Its central thesis is that structured, goal-driven VR experiences, particularly guided tours with labeled hotspots, can strengthen spatial recall and object-location memory without imposing excessive cognitive load. The research was conducted with five interior architecture undergraduates, and the modest sample size is explicitly acknowledged as a constraint on generalizability, with the authors positioning the work as a low-resource, evidence-based exploration rather than a definitive test.

Across unguided and guided conditions, guided tours produced measurable gains in spatial recall, sketch accuracy, and memory for object locations, with the advantage most pronounced among less-familiar users. Mental rotation performance was already near ceiling (pre-test mean 9.6, post-test 10.0) and showed no statistically significant change, suggesting limited room for improvement on that measure in this population. Usability and workload instruments were favorable in both conditions: NASA-TLX scores ranged from 3.0 to 4.5, indicating low perceived workload, and SUS scores of 3.3 to 4.3 reflected acceptable usability.

The broader literature provides context for these findings. Meta-analyses on immersive VR in education, along with studies showing that immersion can heighten presence and enjoyment without necessarily producing better learning outcomes, underscore that the design of interaction, rather than immersion alone, appears to drive educational benefit. The reviewed work also addresses spatial ability, embodied cognition, and design principles for VR learning, situating the study within ongoing debates about how best to translate immersive technology into measurable pedagogical gains.