Abstract:

This study examines the potential of immersive virtual environments to support spatial learning and memory within educational contexts. As Virtual Reality (VR) continues to expand in teaching and training, a key challenge is determining whether virtual environments can provide learning experiences comparable to physical exploration, particularly in terms of spatial understanding and recall.

To address this, a real-world biological laboratory was captured and reconstructed into a high-fidelity virtual environment using 3D Gaussian Splatting (3DGS), a technique that enables photorealistic spatial representation. This approach allows learners to experience the same environment either physically or through VR, enabling a controlled comparison between modalities. Participants are assigned to one of two conditions: physical navigation or VR-based exploration, and subsequently complete spatial recall tasks, including sketch mapping and object-location identification, alongside reflective interviews.

Adopting an empirical phenomenological framework, the study investigates both measurable recall outcomes and the qualitative experience of navigating immersive environments. Preliminary observations indicate that high-fidelity virtual environments can support meaningful spatial understanding while introducing distinct perceptual and cognitive characteristics compared to real-world exploration.

This research contributes to the field of technology-enhanced learning by highlighting the role of visual fidelity and immersion in shaping educational experiences. The findings offer insights for the design of next-generation learning environments, particularly in contexts where physical access is limited, and support the integration of immersive technologies into experiential learning practices.

Keywords:

Immersive learning, Virtual reality, Spatial memory, Experiential learning, Technology-enhanced learning, 3D reconstruction.