本研究旨在探索沉浸式虛擬實境 (VR) 對空間認知和記憶召回的影響，特別關注就讀不同大學科系學生之間的差異。本研究以虛擬超市作為研究的環境，測試受試者的空間認知和記憶方面的表現，並探討大學就讀文科或是理工醫科對這些表現的潛在影響。同時，透過量表調查受試者的方向感、尋路焦慮感和科技感知，包括：存在感、使用者經驗等因素，旨在深入了解其對記憶和空間認知的影響，並確定虛擬實境技術在心理認知相關領域的應用潛力。透過這項研究，期望更深入地瞭解虛擬實境技術對空間認知、記憶和空間焦慮的影響，以提供有價值的參考，促進虛擬實境系統設計之改進。
根據研究結果，受試者的記憶表現受到自由召回、延後召回和練習效應的影響。特別是文科受試者在超市商品的特定記憶上，比例顯著高於理工醫學科受試者。此外，文科受試者表現出較高的尋路焦慮感，但對虛擬實境系統的感知吸引力也較高。理工醫科和文科的受試者在數位裝置的使用量和偏好方面存在一定的差異趨勢。這些研究結果提供了深入洞察，說明了虛擬實境對文科或理工醫科學生空間認知、記憶召回和使用者體驗的具體影響。
綜合以上結果，這項研究有助於擴展人們對虛擬實境技術在教育、心理學等領域的應用理解，提供了深入洞察虛擬實境對文科及理工醫科學生的空間認知、記憶召回和使用者體驗的影響。藉由深入研究不同科系學生對虛擬實境的反應和表現，可以更好地設計和優化虛擬環境，促進學習、記憶和訓練效果。未來的研究可以進一步探索虛擬實境在不同專業領域的應用，以及其對不同群體的影響，從而推動該技術在各個領域的創新和發展。

This study aims to explore the impact of immersive virtual reality (VR) on spatial cognition and memory recall, with a specific focus on differences among university students majoring in different disciplines, particularly Liberal Arts and Science majors. The study utilizes a virtual supermarket environment to assess participants' spatial cognition and memory performance and investigates the potential influence of studying arts or sciences on these outcomes. Additionally, through surveys using scales to measure participants' sense of direction, wayfinding anxiety, and technology perception, including presence and user experience, the study seeks to gain deeper insights into the interaction between memory and spatial cognition and to determine the application potential of VR technology in related fields.
According to the research findings, participants' memory performance is influenced by free recall, delayed recall, and practice effects. Specifically, arts students exhibit significantly higher recall proportions for specific supermarket items compared to students in science and engineering disciplines. Additionally, arts students show higher levels of wayfinding anxiety but also greater attractiveness towards VR systems. There are observable trends in the usage and preferences of digital devices between science and arts students. These results offer profound insights, elucidating the specific impact of VR on spatial cognition, memory recall, and user experience among arts and science students.
In conclusion, this study contributes to expanding our understanding of the applications of VR technology in education, and psychology, providing deep insights into its effects on spatial cognition, memory recall, and user experience among Liberal Arts and Science majors. Future research can further explore the applications of VR in various professional domains and its impact on different demographic groups, thus driving innovation and development of this technology across diverse fields.

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