The effect of mental rotation and visual-spatial on recall performance in virtual reality environments

This study examines the recall performance of learners in different virtual reality (VR) environments based on their visual-spatial memory and mental rotation capacities. Three different VR environments were used: immersive VR (IVR) with head-mounted display equipment, audio IVR, and desktop VR controlled with a mouse and keyboard. The research was conducted using a 3x2 factorial design. The study group consisted of 167 voluntary undergraduate students who had never received anatomy training. Data collection tools included a demographic information form, a visual-spatial memory and mental rotation test, and a recall performance task. The results showed no significant effect of different VR environments on the recall performance of students with varying visual spatial memory and mental rotation capacities. The conclusion drawn from this study is that when VR environments with equivalent content, materials, and interactions are provided, learners can achieve similar learning performances in such environments. Therefore, when integrating VR technologies into the learning process, the design and equivalence of the content, visuals, materials, and interaction of the environment are more important than the level of physical involvement (physical movement or mouse and keyboard) or the degree of immersiveness (desktop screen or head-mounted display). The results of this research highlight the importance of considering individual differences in VR learning environments, addressing inconsistencies reported in the literature, and emphasizing the significance of creating equivalent VR environments. These findings are expected to guide educational technologies, educational policies, and practices, as well as educational and training institutions wishing to invest in technologies.