Tova Michalsky, Sharon Sofer Klein E31 homogeneous sample with similar spatial and analytical skills. This decision was made to reduce differences related to academic background and to improve internal validity when examining spatial and perceptual cognitive outcomes. Eligibility criteria required participants to have minimal gaming experience (less than one hour per week) and no recent Tetris practice, in order to minimize prior exposure effects. The final sample size was sufficient to detect meaningful effects. Participants’ ages ranged from 20 to 29 years (M = 24.01, SD = 1.77). Participants were randomly assigned to either the VR or the 2D computer condition using a random allocation procedure. The first group (n = 36; 20 male) played Tetris in a 2D computer environment, while the second group (n = 36; 23 male) played in a 3D virtual reality (VR) environment using Oculus Quest headsets. Groups did not differ significantly in gender distribution, χ²(1) = .52, p = .471, or prior Tetris experience, χ²(1) = .08, p = .772, indicating balanced conditions. However, a t-test revealed a significant age difference, t(70) = 2.11, p = .038, with VR participants slightly older; age was therefore used as a covariate in analyses. All participants received $100 for approximately three hours of participation across four sessions. The study was approved by the Ethics Committee of the School of Education at Bar-Ilan University, and all participants provided written informed consent. Materials Virtual Reality. Immersive VR enables users to experience first-person 360° virtual environments via headset and controllers, fostering immersion, presence, and embodiment (Villalba et al., 2021). Participants played Tetris Effect: Connected using an Oculus Quest 2 headset while seated in a 2×2 m safe zone. The game was custom developed in Unity 3D, identical in mechanics to the 2D version, differing only in presentation format. Players rotated and placed blocks using Oculus controllers, promoting embodied visuomotor interaction (Johnson-Glenberg, 2018; Parong & Mayer, 2021) Game Intervention. Tetris Effect follows the traditional logic of the classic Tetris game. Players must position the falling geometric shapes (tetrominos) to complete full horizontal lines, which then disappear. As the game progresses, the shapes fall faster and the challenge increases. The game also includes visual and musical effects that synchronize with the rhythm of play, creating an engaging and immersive experience (Mayer, 2014; Sibert, 2019). All participants played the same version of Tetris Effect: Connected . Computer-use Experience Questionnaire Participants completed a short self-report questionnaire assessing general computer use and familiarity with digital technologies. The questionnaire included items related to frequency of computer use, prior experience with digital games, and familiarity with Tetris. It was used to describe the sample and to ensure minimal prior gaming experience, in accordance with the inclusion criteria. Cognitive Measures. Three standardized cognitive tests were administered before and after the intervention: Card Rotation Test (Ekstrom et al., 1976). A paper-based test of mental rotation ability. Participants judged whether rotated figures matched a target figure. The test included 80 items and lasted 3 minutes. It measures spatial perception and has reliability values between .75 and .85. Number Comparison Test (Ekstrom et al., 1976). A paper-based test measuring perceptual speed. Participants compared pairs of numbers and marked the differing ones within 90 seconds. The test includes 48 comparisons and shows reliability between .80 and .90.
RkJQdWJsaXNoZXIy Mjk0MjAwOQ==