Akademik Veri Yönetim Sistemi
International Journal of Human-Computer Interaction, 2026 (SCI-Expanded, SSCI, Scopus)
This study examines the effectiveness of virtual reality [VR] based instructional activities in developing spatial orientation skills among third-grade primary school students. For this purpose, a true experimental design with a pretest–post-test control group was employed. While the experimental group received VR-supported training on spatial orientation in natural environments, the control group was taught the same content using traditional classroom instruction. The sample consisted of 103 third-grade students (52 in the experimental group, 51 in the control group) randomly selected from a primary school. Data were collected through a spatial orientation achievement test, a cognitive load scale, and a motivation scale. The findings revealed that both groups showed significant improvement in academic achievement; however, the VR group demonstrated significantly higher performance in practice-oriented spatial orientation skills. Additionally, the students in the VR group reported higher levels of motivation toward the learning materials and experienced greater cognitive load compared to the control group. These results indicate that interactive and immersive VR environments can be effective instructional tools for enhancing spatial orientation skills in young learners.