Contribution: This research provides insights into the applications of virtual reality (VR) in learning spatial reasoning, which could be utilized and developed in educational frameworks and settings, especially in science, technology, engineering, arts, and mathematics (STEAM), and other aspects. Background: Spatial reasoning and VR are essential for an effective STEAM strategy. Thus, professionals must constantly research to help learners explore spatial-reasoning perception. This research's objective is to explore how VR can enhance spatial-reasoning consent of learning, specifically toward mental rotation and spatial visualization skills. Research Question: How does VR help learners embrace spatial-reasoning perception and experiences? Methodology: This study proposes a two-phase comparison experiment to explore the potential improvement of learning spatial-reasoning perception toward spatial abilities and experience in VR. In the first phase, participants experienced conventional hand drawing techniques before moving to the VR environment with the "Gravity Sketch" application, followed by a perceptional assessment in motivated strategies for learning questionnaire (MSLQ) and immersive evaluation with immersive tendency questionnaire (ITQ). In the second phase, participants are invited to conduct the conventional drawing session again, followed by interviews to gain further insights. A galvanic skin response (GSR) device is attached to collect reflection patterns during the whole experiment. Findings: The results support the hypotheses and reveal that VR can help to improve the learning experience and perception of spatial reasoning. Nevertheless, some limitations have been found, such as the small sample size of participants and the need to consider the level of complexity as a future concern.