VR环境下学习者空间能力对心智模型和学习效果的影响机制研究OA

Mental models are internal representations that learners construct to organize and integrate external knowledge,and they play an important role in determining learning outcomes.In virtual reality(VR)learning environments characterized by rich spa-tial information and immersive interactions,how spatial ability influences learning outcomes through mental model construction re-mains insufficiently understood.An empirical study was conducted to examine the effects of spatial ability on learners' mental models and learning outcomes in VR learning environments.Partial least squares structural equation modeling(PLS-SEM)was employed to examine the specific pathways through which spatial ability influences learning outcomes.The results indicate that spatial ability plays a fundamental role in the construction of high-quality mental models and the achievement of better learning outcomes in VR learning environments.The influence of spatial ability on learning outcomes is not a simple linear relationship;rather,it operates through multi-ple interconnected pathways,with mental models serving as a central link.Specifically,spatial ability influences learners' physiologi-cal states and learning motivation,which in turn facilitate the construction of mental models and ultimately affect learning outcomes.Four pathways were identified:spatial ability → learning outcomes;spatial ability → mental models → learning outcomes;spatial a-bility → learning motivation → mental models → learning outcomes;and spatial ability → heart rate feedback → learning motivation→ mental models → learning outcomes.Based on these findings,this study proposes practical strategies,including task visualization,embedded spatial support,immediate feedback,and operational warm-up activities.These strategies provide theoretical and practical implications for personalized VR instruction and offer practical guidance for designing adaptive learning environments that support learners' cognitive development and learning performance.