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This study investigates the impact of Virtual Reality (VR) on K-12 STEM education, focusing on spatial presence. VR has been increasingly integrated into K-12 education across North America, engaging students’ senses and enhancing learning retention. The research emphasizes the importance of spatial presence, as well as applicability, effectiveness, and usability, in evaluating VR’s educational benefits. Data was collected from university undergraduate students experiencing the settings for three VR units: Anatomy, Solar System, and Biology. The study aims to measure differences in spatial presence across these units, providing insights for VR developers to improve future educational content. The findings suggest that the structured VR experiences, which engage multiple senses, significantly enhance spatial presence and learning outcomes. The results revealed that a significant difference was not found between the three K-12 VR units, Anatomy, Biology, and Solar System, though Anatomy did reveal the strongest spatial presence of the three units. Therefore, software developers will use the development tactics of the Anatomy unit in future K-12 VR units. Furthermore, when the Virtual Reality Spatial Presence Index (VRSPI) is applied to this study’s findings, none of the units ranked strong, nor very strong. Anatomy ranked neutral (neither strong nor weak); Biology and Solar System ranked slightly weak. This research contributes to the broader goal of supporting inclusive and immersive learning environments in K-12 education.

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K-12 Virtual Reality in STEM: Comparing Spatial Presence

  • 会议论文

  • 发表日期：

    2026年

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  • Diane Guevara,
  • Michael McVey,
  • Jen Koco,
  • Shyrley Pastrano,
  • Devon Jones,
  • Destiney Sandle

摘要

This study investigates the impact of Virtual Reality (VR) on K-12 STEM education, focusing on spatial presence. VR has been increasingly integrated into K-12 education across North America, engaging students’ senses and enhancing learning retention. The research emphasizes the importance of spatial presence, as well as applicability, effectiveness, and usability, in evaluating VR’s educational benefits. Data was collected from university undergraduate students experiencing the settings for three VR units: Anatomy, Solar System, and Biology. The study aims to measure differences in spatial presence across these units, providing insights for VR developers to improve future educational content. The findings suggest that the structured VR experiences, which engage multiple senses, significantly enhance spatial presence and learning outcomes. The results revealed that a significant difference was not found between the three K-12 VR units, Anatomy, Biology, and Solar System, though Anatomy did reveal the strongest spatial presence of the three units. Therefore, software developers will use the development tactics of the Anatomy unit in future K-12 VR units. Furthermore, when the Virtual Reality Spatial Presence Index (VRSPI) is applied to this study’s findings, none of the units ranked strong, nor very strong. Anatomy ranked neutral (neither strong nor weak); Biology and Solar System ranked slightly weak. This research contributes to the broader goal of supporting inclusive and immersive learning environments in K-12 education.