In this study, we discuss how 12-year-old children link their embodied experience with multiple spatial representations to express their spatial reasoning while they navigate in the digitally simulated space. Despite their essential role in both daily and professional life, using spatial representations like maps remains challenging for both children and adults. In the digital era, where the ways we interact with space widely depend on the use of new kinds of spatial representations provided by digital media, there is still limited research on the ways, especially young children, use and make sense of them. This study aims to describe the spatial reasoning processes 12-year-old children expressed when they navigated the digitally simulated space. In our analysis we describe how children expressed their spatial reasoning in the context of wayfinding strategies based on cognitive mapping, perspective taking and orientation.
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