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 

摘要： 地理空间思维培养是地理教学的重点之一。桌面式虚拟现实（DVR）作为良好的教辅工具，教学效果受到认知风格等学习者个体差异的调节作用。因此，对DVR提升高中生地理空间思维“是否有效”“怎么有效”“对谁更有效”的问题进行实证研究，有助于因材施教理念的贯彻与教育信息化的深化。本研究通过独立样本T检验与结构方程模型分析得到的结果表明：相较于图片教学，DVR教学对提升被试学生地理空间思维的效果更显著；DVR教学主要是通过“教学媒体—认知负荷—空间临场感—地理空间思维—学习效果”作用路径来影响学生地理空间思维与学习效果；不同的认知风格仅在“空间临场感—地理空间思维”路径存在差异化的调节作用。最后据研究结果，本研究提出个性化的教学实践建议。

关键词: 桌面式虚拟现实, 地理空间思维, 认知风格, 结构方程模型

CLC Number: 

• G633.55