Learning in the spherical video-based virtual reality context: effects of immersion level and spatial ability on learning performance and experience

Spherical video-based virtual reality (SVVR) is an emerging technology in the creation of virtual reality learning contexts. Existing studies have shown that immersion level and spatial ability affect learning performance and experience. Different levels of spatial ability also result in different learning performances and experiences in different levels of immersion, but this interaction effect remains unclear in the SVVR context. We conducted a 2 × 2 factorial experimental study to investigate the interactive effect of immersion level (high vs. low) and students’ spatial ability (high vs. low) on learning performance and experience in the SVVR context. A total of 120 college students participated in the study. The results showed that learning performance, presence, and motivation were significantly higher for high immersion than for low immersion. Learning performance was significantly higher for learners with high spatial ability than for those with low spatial ability. There was a significant interaction effect between immersion level and spatial ability on learning performance. The learning performance of learners with low spatial ability was significantly higher at high immersion than at low immersion. These findings provide a reference for educators to better apply SVVR to their teaching and help them personalize their instruction to students.