E30 Playing Tetris in Virtual Reality Environment: Spatial Perception, Perceptual Speed and Visual Working Memory acquisition for children’s future compared to traditional classroom instruction, especially in problemsolving, creativity, and cognitive flexibility (Carlson, 2023; Gao et al., 2020; Gee, 2017; Prensky, 2006; Rubalcaba, 2022). Among the many computer games that have attracted the attention of researchers, Tetris, a classic spatial puzzle game, has been particularly recognized for its ability to improve cognitive abilities. One of the primary areas in which Tetris has demonstrated a significant impact is spatial cognition. The game of Tetris involves mentally rotating and positioning geometric shapes, a task that improves spatial reasoning as well as the ability to manipulate visual information (Sims & Mayer, 2002). A central issue examined by many researchers is the extent to which cognitive skills developed during gameplay can be transferred to non-game contexts (Bediou et al., 2018; Lin et al., 2023; Plass et al., 2015). Recent advances in immersive technology, especially VR, offer new opportunities to explore this transfer process in more embodied and ecologically valid ways. The rapid gameplay also encourages faster visual processing and decision-making skills (Dye, Green & Bavelier, 2009). Tetris players in computer 2D environment, demonstrate superior pattern recognition and quicker perceptual speed, translating into more efficient responses in similar tasks. Another salient cognitive benefit is the strengthening of visual working memory, as Tetris requires managing multiple elements simultaneously tracking shapes, predicting their place and orientation, and planning ahead. This multitasking enhances real-time management and control of information (Takacs & Kassai, 2019). Despite notable results, certain studies highlight limitations. For example, Pilegard and Mayer (2018) found that adding strategy instruction to traditional Tetris gameplay did not improve outcomes in spatial reasoning tasks outside the game, suggesting that low immersion or lack of context may limit skill transfer. VR provides full-body engagement and sensory-rich environments, potentially amplifying learning processes through embodied cognition (Barsalou, 2008; Wilson, 2002; Johnson-Glenberg, 2018). In VR, students interact with objects in three-dimensional space, leveraging perceptual and motor systems more authentically. Empirical findings indicate that this immersion may strengthen spatial reasoning and memory retention compared to screen-based tasks (Cipresso et al., 2018; Kwon et al., 2023; Plancher et al., 2017; Queiroz et al., 2022; Riva & Wiederhold, 2022). Crucially, VR deepens attentional resources and enhances the sense of “presence, which has been shown to reduce cognitive load and improve concentration, leading to superior performance in complex spatial and problem-solving activities (Makransky & Lilleholt, 2018 ; Makransky et al., 2019). Despite the growing body of research on game-based cognitive training, absent is a comprehensive examination of the mechanisms that underlie cognitive skill transfer across immersive and nonimmersive environments. This study addresses this gap by empirically investigating how playing Tetris in VR versus a traditional computer setting influences the development and transfer of spatial, perceptual, and visual working memory skills. Methodology The study focused on three cognitive domains: spatial perception, perceptual speed, visual working memory. An additional aim was to evaluate the transferability of these skills to tasks beyond the gaming environment. Participants The study included 72 undergraduate students (43 male) enrolled in exact sciences programs at a major Israeli university, identified through a demographic questionnaire. Participants were recruited through on-campus posters and Facebook announcements targeting undergraduate students in the exact sciences. Participants were recruited only from exact sciences programs to create a more
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