Research on the Mechanism of Desktop Virtual Reality (DVR) Infl uence on Geospatial Thinking —— The Moderating Role of Cognitive Style

Ouyang Lijuan, Zheng Zhubin, Ren Jingli, Zhang Jianglin, Lai Yu

Geography Teaching ›› 2026, Vol. 0 ›› Issue (10) : 11-16.

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Geography Teaching ›› 2026, Vol. 0 ›› Issue (10) : 11-16.

Research on the Mechanism of Desktop Virtual Reality (DVR) Infl uence on Geospatial Thinking —— The Moderating Role of Cognitive Style

  • Ouyang Lijuan, Zheng Zhubin, Ren Jingli, Zhang Jianglin, Lai Yu
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Abstract

Cultivating geospatial thinking is a key focus in geography education. As an eff ective instructional aid, the teaching eff ectiveness of Desktop Virtual Reality (DVR) is moderated by individual diff erences among learners, such as cognitive style. Therefore, empirical research on whether DVR is effective in enhancing high school students' geospatial thinking, how it works, and for whom it is more eff ective can contribute to the implementation of individualized teaching and the advancement of educational informatization. This study employed independent samples t-tests and structural equation modeling analysis. Results indicate that compared to traditional image-based instruction, DVR teaching is significantly more effective in improving students' geospatial thinking; DVR primarily infl uences students' geospatial thinking and learning outcomes through the pathway of "instructional media-cognitive load-spatial presence-geospatial thinking-learning outcome"; diff erent cognitive styles exert a diff erential moderating eff ect only on the "spatial presence-geospatial thinking" pathway. Based on the fi ndings, this study proposes personalized recommendations for teaching practice.

Key words

Desktop Virtual Reality / geospatial thinking / cognitive style / structural equation model 

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Ouyang Lijuan, Zheng Zhubin, Ren Jingli, Zhang Jianglin, Lai Yu. Research on the Mechanism of Desktop Virtual Reality (DVR) Infl uence on Geospatial Thinking —— The Moderating Role of Cognitive Style[J]. Geography Teaching. 2026, 0(10): 11-16

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