Aspects of spatial cognition, specifically spatial skills, are strongly correlated with interest and success in STEM courses and STEM-related professions. Because growth in STEM-related industries is expected to continue for the foreseeable future, it is important to develop evidence-based and theoretically grounded methods and interventions that can help train relevant spatial skills. In this article, we discuss research showing that aspects of spatial cognition are embodied and how these findings and theoretical developments can be used to influence the design of tangible and embodied interfaces (TEIs). TEIs seek to bring interaction with digital content off the screen and into the physical environment. By incorporating physical movement and tangible feedback in digital systems, TEIs can leverage the relationship between the body and spatial cognition to engage, support, or improve spatial skills. We use this knowledge to define a design space for TEIs that engage spatial cognition and illustrate how TEIs that are designed and evaluated from a spatial cognition perspective can expand the design space in ways that contribute to the fields of cognitive science and human computer interaction.

Virtual field trips are transforming education in biology and other place-based disciplines – and not just since Covid-19 has imposed social distancing constraints. Efficient methods for content creation, combined with affordable immersive technology, provide the opportunity to integrate immersive experiences into ever-larger classes. However, many aspects of how immersive experiences can enrich and improve learning in place-based education are still not well understood. We present an empirical study, conducted in a large undergraduate ecology class, comparing students, that experienced an immersive virtual version of a field trip to a biological preserve as preparation for a later actual field trip to the site, with a control group that visited the real site but without having had the virtual experience. Within the virtual experience group, we also varied the quality of the headset. The VR field trip was well received for raising spatial awareness and also motivation and interest. Students ranked it higher than any traditional means with regard to achieving a high level of preparedness for the actual field trip. In contrast, no statistically significant evidence was found for differences in perceived learning outcome and enjoyment of the actual field trip.