The emerging technologies of augmented and virtual reality (AR/VR) may have vast implications to societal communication and representation of information. AR/VR computer interfaces are unique in that they may be placed spatially around the user in three-dimensional (3D) space; this affords new methods of both presentation and user interaction with the target information. This may be especially impactful in the education of science, technology, engineering, and mathematics (STEM) professionals. Prior research has shown that simulations and visualizations improve the learning efficiency of STEM learners compared to live instruction and textbook reading. Yet, research into AR/VR as a learning environment for widespread educational applications remains limited. To address this research gap, we examined a fundamental AR/VR interface capability, the ability for the user to traverse a virtual environment, and its impact on learning. We compared the performance of STEM learners using the same virtual environment, but altered the traversal ability between two groups. We found that AR/VR technologies, with and without user traversal, are both suitable STEM learning environments; with the former serving to increase learning efficiency more positively than the latter.