<p>The potential of strategic scaffolds to enhance spatial cognitive processing in virtual reality (VR) learning environments remains underexplored. This study aimed to assess the effectiveness of strategic scaffolds in VR contexts on students’ spatial cognition. A cohort of 88 college students was randomly assigned to one of four conditions, following a 2 × 2 factorial design that included two variables: problem scaffolding (yes vs. no) and summary strategy (yes vs. no). The findings revealed that: (a) the group utilizing problem scaffolding exhibited higher levels of students’ flow, cognitive load, attention, total fixation duration, and total fixation count; (b) the summary strategy significantly influenced spatial memory; (c) problem scaffolding effectively impacted the attention of students with both high and low spatial abilities, and (d) spatial ability moderated the relationship between problem scaffolding and attention. These results suggested that suggested that either problem scaffolding or the summary strategy in a VR learning environment can significantly affect spatial cognitive processes. The findings highlighted the importance of selecting appropriate strategies within virtual reality environments to enhance effective spatial cognition.</p>