## 4 Discussion  
Many studies have shown that selecting the most suitable technology for specific learning outcomes is essential [47; 48]. The design of learning materials that use computer immersive technologies (e.g., dynamic presentations, molecule structures, and learning object) invites new opportunities specifically within the STEM curriculum. Additionally, knowing more about spatial frameworks will help in the delivery of instructional content that uses these technologies.  
In the current study, dynamic presentations were used to display the complexity of the DNA structure. Learning materials using spatial frameworks allowed subjects opportunities to rotate nucleotide/DNA molecules and interact with learning materials either on desktop screening or observing it through VR. Presenting DNA structure in the VR enabled students to receive information in a novel way and simultaneously pique their interest in the subject matter.  
The results from the data analysis show that spatial ability factor plays a central role in learning environments that have spatial frameworks. Moreover, spatial ability factor affects students' satisfaction and perception toward using suitable media to learn visuospatial content such as STEM. Students in both groups show a high interest in using VR instead of desktop screening to engage with visuospatial learning materials.  
Our analysis shows that the selection of specific media (VR and desktop screening) has no significant effect on students' spatial recognition/retention. However, there is a considerable mean difference between students with low spatial ability in the VR group. It means selecting the most suitable technology for a specific learning group as essential.  
Due to two salient affordances of VR, which provide a hands-on and immersive experience [17], students with low spatial ability may have experienced a new way of learning which they have never experienced. The implementation of these emerging technologies into the learning environments that have spatial frameworks such as in STEM can help low spatial ability students to understand the learning concepts more efficiently. Furthermore, presenting learning material about complex structures with dynamic visualization improves learners' abilities to manage spatial manipulation [49]. Learners with low spatial ability can be supported by dynamic display [50].  
One important observation is that there is little difference between individuals with high spatial ability in both groups (VR and desktop screening). It means that instructional supports that help low-knowledge learners may not help students who are studying in higher levels of education, see _\"expertise reversal effect\"_[51].  
Figure 11: Effect of spatial ability on student satisfaction, usability, and perception.  
The data analysis of this study indicates that when learners are in the VR environment, experiential satisfaction is measured at a high level; this indicates that the haptic virtual environment (experiential immersion), supports individual learner differences through the presence levels of learners ([PERSON] et al., 2018). The high satisfaction level of students using VR indicates that this type of technology can help students with low spatial ability to cope better with the visualization of 3D objects.