Virtual reality for student learning: Understanding individual differences

Virtual reality (VR) is emerging as a rapidly developing technology that holds significant promises to impact student learning. In this review, we
focus on the features of this technology regarding levels of immersion and interacƟon and individual differences in cogniƟve characterisƟcs of
VR learners. We aƩempt to parse the specific technological features that enable effecƟve learning and examine how students mentally process
these features. While VR helps to create situated learning condiƟons, its theoreƟcal significance lies in its ability to provide percepƟon-acƟon
enabled experiences to the learner, and it is these experiences that lead to posiƟve behavioural and brain outcomes compared to tradiƟonal
methods of learning. Our discussion highlights the understanding of VR learning with respect to individual differences, especially in spaƟal
abiliƟes of the learner, and how variability in spaƟal abiliƟes might impact both spaƟal learning and language learning.