Virtual reality (VR) computer interfaces show promise for improving societal communication and representation of information due to their unique ability to be placed spatially around the user in three-dimensional (3D) space. This opens new possibilities for presentation and user interaction with the target information, and may be especially impactful for the education of science, technology, engineering, and mathematics (STEM) professionals. Simulations and visualizations have been shown in research studies to improve the efficiency of STEM learners compared to the less sensorimotor rich learning mediums of live instruction and textbook reading. Yet, learning science research into immersive computer simulation environments for educational applications remains limited. To address this research gap, we analyzed a fundamental VR interface capability, virtual environmental traversal, and its impact on participants' learning. We altered the traversal ability between two groups of STEM learners within the same virtual environment and compared their performance. Findings point that VR computer interfaces, regardless of environmental traversal, are suitable STEM learning environments, but that environmental traversal can increase learning efficiency.