Exploring the Impact of Spatial Configuration and Task Orientation on Student Navigation in a Virtual Science Center

Abstract Science centres support informal learning by offering interactive environments that promote hands-on experiences. While prior research has examined motivation and cognitive engagement, the role of spatial configuration on navigation behaviour remains underexplored. This study investigates how spatial metrics—syntactic, isovist, and radial—shape the navigation patterns of middle school students within a virtual science centre. Eighty participants were divided into two groups: one completed a task-based activity, while the other navigated freely. Spatial characteristics of individual navigation routes were calculated, and independent-samples t-tests were used to compare group differences. Results showed that task-oriented students, who perceived the activity as game-like, followed shorter paths and interacted more with visible, shallow regions of the environment. The task variable exerted a stronger influence on spatial behaviour than free exploration. These findings underscore the value of task-driven, game-like designs in supporting goal-directed navigation and point to spatial features that can inform the design of informal learning environments.