2026 ASEE Annual Conference & Exposition

Spatial ability is central to engineering problem solving. When problems are presented only through written or verbal descriptions, learners must construct an internal representation of the system without the aid of a diagram, which can be especially challenging for students with lower spatial ability. From the cognitive load theory perspective, these students may experience greater cognitive load while solving a problem because of working memory constraints. Virtual reality (VR) may mitigate this burden by externalizing key spatial features and supporting mental visualization. Here, we examine whether VR interventions improve word-based problem-solving performance in an undergraduate chemical engineering heat and mass transfer course, with spatial ability treated as a moderating factor. We developed supplemental VR modules for headmounted displays (VR-HMDs) that enable students to visualize three-dimensional transient temperature and concentration profiles. The modules were assigned after the corresponding topics were introduced in lecture. To compare VR integration with a non-VR alternative, students chose between completing the VR modules or parallel programming assignments covering the same systems. Using a pre-test-post-test design, we assessed students’ ability to solve word-based heat and mass transfer problems using two tests, one focusing on the problem representation stage (multiple-choice format) and one on the solving stage (constructed-response format). We compared learning gains between VR and non-VR groups while accounting for spatial ability. Spatial ability was measured before the pre-tests and after the post-tests using the Revised Purdue Spatial Visualization Test: Rotations (Revised PSVT:R), with items customized to reflect heat and mass transfer contexts. Our preliminary results suggest that VR improved word-based engineering problem-solving for students with low and high spatial ability in distinct ways. We observed that students with low spatial ability who used VR performed better in problem-representation-focused questions compared to those who did not use VR. This trend
suggests the potential reduction of cognitive load during the problem representation stage, which was not observed for students with high spatial ability. Meanwhile, for the solving-stage-focused test, students with high spatial ability were associated with increased performance when they used VR. Surprisingly, students with low spatial ability in this study who completed the VR assignment appeared to perform worse in this test than those who completed the programming assignment, indicating a possible increase in cognitive loads that warrants further investigation. These findings can guide instructors integrate VR strategically into engineering curricula and guide students in selecting learning tools aligned with their needs.