Abstract: Virtual environments are used recreationally by students and hold potential as learning platforms, but little is known about the types of students who learn best within these environments. Post-secondary students were observed during an information-based task in spatially-diverse virtual environments. Cluster analyses revealed four distinctive student profiles based on video game experience, social media usage, perceived sense of direction, and demonstrated spatial orientation skill. Results revealed a disproportionately high student membership in the profile characterized by low video game and social media usage, with much smaller membership in the student profiles that were characterized by high technology usage. An example is given of how the characteristics of one particular profile membership are ‘lived out’, influencing student behavior during completion of an information-based task in a virtual environment.