Wayfinding Behavior and Spatial Knowledge of Adults and Children in a Virtual Environment

2006 ◽  
Vol 53 (3) ◽  
pp. 171-181 ◽  
Author(s):  
Petra Jansen-Osmann ◽  
Petra Fuchs
Keyword(s):  
Virtual Environment ◽  
Sixth Graders ◽  
Second Graders ◽  
Spatial Knowledge ◽  
School Age ◽  
Survey Knowledge ◽  
Start Position ◽  
Environmental Space ◽  
Adults And Children ◽  
Landmark Location

This study investigated the effect of different organizations of landmark-location pairings as fine-space information on wayfinding behavior and spatial knowledge on a total of 90 participants: 30 second graders, 30 sixth graders, and 30 adults. All participants had to find their way to a goal in a virtual environment with either randomized or categorical landmarks, or without any landmarks. Thereafter, they had to find the shortest way from the start position to the goal in two consecutive trials (wayfinding performance), and they had to solve a number of spatial knowledge tasks. The results showed that independent of their categorical function, the existence of landmarks influenced the wayfinding performance of adults and children in the same way. Whereas the presence of landmarks had no effect on spatial survey knowledge, landmark knowledge itself was influenced by the categorical function of the landmarks presented. Moreover, second graders showed limited achievement compared to adults independent of the existence of landmarks. The main results implicate firstly that children at school age indeed are able to use landmark-location pairings as fine-space information like adults during learning an unknown environmental space, and secondly that a dissociation between wayfinding behavior and spatial knowledge might exist.

Are children able to distinguish among the concepts of aloneness, loneliness, and solitude?

2004 ◽  
Vol 28 (5) ◽  
pp. 435-443 ◽  
Author(s):  
Evangelia Galanaki
Keyword(s):  
Total Sample ◽  
Sixth Graders ◽  
Second Graders ◽  
Research Literature ◽  
School Age Children ◽  
School Age ◽  
Individual Interviews ◽  
Age And Gender Differences ◽  
And Gender ◽  
Human Desire

School-age children’s ability to distinguish among the concepts of aloneness, loneliness, and solitude was the focus of this study. This ability has been largely neglected by researchers. Also, the relation of this ability with self-reported loneliness was examined. Individual interviews were conducted with 180 second, fourth, and sixth graders from Athens, Greece. Their responses were qualitatively and quantitatively analysed. Results showed that school-age children were able to perceive the differences between aloneness and loneliness, although they frequently associated being alone with feeling lonely. Nearly half of them perceived the motivational dimension, which distinguishes voluntary from involuntary aloneness. The ability to recognise the existence of beneficial aloneness, that is, solitude, was extremely limited among second graders, but increased dramatically up to the beginning of adolescence. About two thirds of the total sample acknowledged the human desire to be alone. Girls were significantly more able than boys to perceive the differences between aloneness and loneliness, the motivational dimension, and the desire to be alone. More than two-thirds of the total sample had experienced loneliness, but this experience appeared to be unrelated to their understanding of the various aloneness concepts. Age and gender differences, as well as children’s various justifications of their responses, are discussed in the framework of the existing theoretical and research literature on children’s aloneness, loneliness, and solitude.

Are Primary-School-Aged Children Experts in Spatial Associate Learning?

2007 ◽  
Vol 54 (3) ◽  
pp. 236-242 ◽  
Author(s):  
Petra Jansen-Osmann ◽  
Martin Heil
Keyword(s):  
Performance Improvement ◽  
Sixth Graders ◽  
Second Graders ◽  
The Other ◽  
School Age Children ◽  
School Age ◽  
Associate Learning ◽  
School Aged Children ◽  
Monosyllabic Words ◽  
Spatial Condition

Abstract. In two experiments (Experiment 1: N = 180, Experiment 2: N = 150), we investigated the anecdotal observation that school age children are assumed to be experts in spatial associate learning. In the first experiment, second graders, sixth graders, and adults learned the associations between 32 pictures and either a position or a word. 16 pictures had each to be associated with one position in a 4-by-4 grid of squares (spatial condition); the other 16 pictures had each to be associated to one of 16 monosyllabic words (verbal condition). After a 3 min distractor interval the associated position or word had to be retrieved with the pictures as cues. In Experiment 2, the results were replicated in principle with modifications in the experimental details. Performance improvement as a function of age turned out to be substantially larger in the verbal condition compared to the spatial one. The results are traced back to the idea that spatial associate learning is a cognitive function maturating early during life span.

Wayfinding Behavior and Spatial Knowledge of Adults and Children in a Virtual Environment: The Role of the Environmental Structure

2007 ◽  
Vol 66 (1) ◽  
pp. 41-50 ◽  
Author(s):  
Petra Jansen-Osmann ◽  
Juliane Schmid ◽  
Martin Heil
Keyword(s):  
Spatial Cognition ◽  
Virtual Environment ◽  
Spatial Knowledge ◽  
Environmental Structure ◽  
Developmental Progress ◽  
Exploration Behavior ◽  
Adults And Children ◽  
Almost All ◽  
Desktop Virtual Environment

This study investigated the effect of regularity in environmental structure on wayfinding behavior and spatial knowledge. A total of 60 participants (7- to 8-year-olds, 11- to12-year-olds, and adults) performed self-determined movements in a desktop virtual environment. In almost all measurements of wayfinding performance and spatial knowledge an overall developmental progress from younger children to adults was found. In contrast, exploration behavior did not differ between adults and children Furthermore, the environmental structure tended to influence only the wayfinding performance of younger children, but did not have any effect on the exploration behavior and the spatial knowledge of children or adults. This outcome supports the idea of a dissociation between exploration behavior, wayfinding performance and spatial knowledge as distinct aspects of spatial cognition.

Alimentary factors affecting the formation of the nutritional status of school-age children

2021 ◽  
Vol 19 (3) ◽  
pp. 83-88
Author(s):  
O.V. Sazonova ◽  
◽  
L.I. Mazur ◽  
S.A. Pyrkova ◽  
M.Yu. Gavryushin ◽  
...  
Keyword(s):  
Nutritional Status ◽  
Fruits And Vegetables ◽  
Sixth Graders ◽  
School Age Children ◽  
School Age ◽  
School Meals ◽  
Factors Affecting ◽  
Confectionery Products ◽  
Group 3 ◽  
Group 2

Objective. To reveal the dependence of the alimentary factor’s influence on the formation of nutritional status disorders in organized groups of school-age children. Patients and methods. A sample questionnaire and an anthropometric survey of 488 school children aged 8–9 years (group 1), 12–13 years (group 2) and 16–17 years (group 3) were conducted. Nutritional status was analyzed by anthropometric measurements using regional modified regression scales for the Samara Region. The analysis of the results obtained, including the risk of nutritional status disorders, was performed with the use of parametric statistical procedures. Results. Hot school meals were provided to 85.6% of pupils in grades 2–3, to 55.6% of sixth graders and 36.4% of pupils in the senior classes. A rational diet was revealed in 18.3% of cases in the junior school group and only in 7.0% of cases in group 3. The consumption of bread and bakery products, vegetables, fruits, milk, and dairy products increases by high school age. The frequency of fish and seafood consumption in most cases in each age group is limited to a few meals per month. Anthropometric studies showed a significant increase in the proportion of children with nutritional status disorders (underweight or overweight) between the ages of 12 and 17. Conclusion. The risk of nutritional status disorders in the examined children was due to the high frequency of consumption of bakery and confectionery products, decreased consumption of fruits and vegetables, and infrequent meals. Key words: school meals, regimen, nutritional structure, nutritional status

Learning Space in Virtual Environments

2011 ◽  
pp. 135-149
Author(s):  
M. Kyritsis ◽  
S. R. Gulliver ◽  
S. Morar
Keyword(s):  
Environmental Factors ◽  
Virtual Environment ◽  
Exposure Time ◽  
Spatial Layout ◽  
Spatial Knowledge ◽  
Learning Space ◽  
Training Time ◽  
Individual User ◽  
Spatial Knowledge Acquisition ◽  
Time Required

Learning the spatial layout of an environment is essential in application domains including military and emergency personnel training. Traditionally, whilst learning space from a Virtual Environment (VE), identical training time was used for all users - a one size fits all approach to exposure / training time. This chapter, however, identifies both environmental and individual user differences that influence the training time required to ensure effective virtual environment spatial knowledge acquisition (SKA). We introduce the problem of contradicting literature in the area of SKA, and discuss how the amount of exposure time given to a person during VE training is responsible for the feasibility of SKA. We then show how certain individual user differences, as well as environmental factors, impact on the required exposure time that a particular person needs within a specific VE. Individual factors discussed include: the importance of knowledge and experience; the importance of gender; the importance of aptitude and spatial orientation skills; and the importance of cognitive styles. Environmental factors discussed include: Size, Spatial layout complexity and landmark distribution. Since people are different, a one-size fits all approach to training time does not seem logical. The impact of this research domain is important to VE training in general, however within service and military domains ensuring appropriate spatial training is critical in order to ensure that disorientation does not occur in a life / death scenario.

scholarly journals Effects of the Design of Overview Maps on Three-Dimensional Virtual Environment Interfaces

Sensors ◽  
2020 ◽  
Vol 20 (16) ◽  
pp. 4605
Author(s):  
Chien-Hsiung Chen ◽  
Meng-Xi Chen
Keyword(s):  
Virtual Environment ◽  
Spatial Perception ◽  
Three Dimensional ◽  
Spatial Knowledge ◽  
Screen Size ◽  
Subjective Evaluations ◽  
System Usability ◽  
Better Than

This study examined how users acquire spatial knowledge in an onscreen three-dimensional virtual environment when using overview maps. This experiment adopted a three (the size of overview maps) x two (the transparency of overview maps) between-subjects design. Three levels of the size of overview maps were evaluated, i.e., 1/2, 1/8, and 1/16 screen size. Comparisons between 20% transparent and 80% transparent were made. We asked 108 participants to complete spatial perception tasks and fill out questionnaires regarding their feelings. The results indicate the following: (1) The effects of the transparency of overview maps on users’ spatial perception vary with the size of overview maps. The 80% transparent overview map is significantly more efficient than the 20% transparent overview map in the condition of 1/2 screen size. However, the result is opposite in the condition of 1/8 screen size. (2) Users like the 80% transparent overview map significantly better than the 20% transparent overview map in the condition of 1/2 screen size. (3) Concerning subjective evaluations of satisfaction, preference, and system usability, overview maps in the condition of 1/8 screen size are significantly better than those in the condition of 1/2 screen size.

Pre-Service Computer Teachers as 3D Educational Game Designers

2009 ◽  
pp. 331-344 ◽  
Author(s):  
Zahide Yildirim ◽  
Eylem Kilic
Keyword(s):  
Formative Evaluation ◽  
Educational Software ◽  
Educational Games ◽  
Sixth Graders ◽  
Second Graders ◽  
Educational Game ◽  
Design Development ◽  
Game Development ◽  
Teachers Perceptions

This chapter explores prospective computer teachers’ perceptions of and experiences in goal-based scenario (GBS) centered 3D educational game development process. Twenty-six pre-service computer teachers who enrolled in a Design, Development and Evaluation of Educational Software undergraduate course formed the sample of this case study, and they, in groups, developed GBS-centered 3D educational games. The data were collected through GBS evaluation checklists, interviews, and formative evaluations. The findings indicated that the pre-service teachers preferred GBS-centered educational games to traditional educational games. They declared that the most important feature of educational games was their contribution to motivation, attention, and retention. Although the majority of the groups developed their educational games in line with GBS, they had difficulty creating a realistic scenario and mission. Unlike what the literature indicates, one of the group’s formative evaluation results showed that while the second graders prefer realism, the sixth graders prefer more fantasy in the scenario.

Contribution of colour-zoning differentiation to multidimensional spatial knowledge acquisition in symmetrical hospital wards

2020 ◽  
pp. 1420326X2090949
Author(s):  
Young Hee Min ◽  
Mikyoung Ha
Keyword(s):  
Environmental Factors ◽  
Knowledge Acquisition ◽  
Linear Models ◽  
Scientific Evidence ◽  
Spatial Knowledge ◽  
Individual Factors ◽  
Survey Knowledge ◽  
Differentiation Strategy ◽  
Spatial Knowledge Acquisition ◽  
Architectural Structures

Symmetrical hospital buildings often use a colour-zoning differentiation strategy to vary the repetition and monotony of their architectural structures. However, there is scarce scientific evidence or systematized research regarding the cognitive effects of interior colour schemes applied to the entire building. The present study investigated the effect of colour schemes combined with geometric plan configurations on multidimensional spatial knowledge acquisition. In total, 192 participants navigated 12 virtual environments – combinations of three distinct geometric plans and four colour schemes of varying contrasts and hues. Generalised linear models were used to predict the effects of environmental factors (plan configurations and colour schemes) and individual factors (age, gender, sense of direction and gaming experience). The results indicated that the colour scheme significantly contributed only to landmark and route knowledge, and acquiring survey knowledge was only significantly affected by plan configuration. Women were more significantly influenced by environmental factors and men by individual factors, regardless of varied environmental attributes.

scholarly journals Enhancing Environmental Engagement with Natural Language Interfaces for In-Vehicle Navigation Systems

2019 ◽  
Vol 72 (3) ◽  
pp. 513-527 ◽  
Author(s):  
Vicki Antrobus ◽  
David Large ◽  
Gary Burnett ◽  
Chrisminder Hare
Keyword(s):  
Natural Language ◽  
Spatial Knowledge ◽  
Navigation Systems ◽  
Survey Knowledge ◽  
Task Load ◽  
Environmental Engagement ◽  
Driver Workload ◽  
Research Experiment ◽  
Passive Navigation ◽  
Navigational Support

Four on-road studies were conducted in the Clifton area of Nottingham, UK, aiming to explore the relationships between driver workload and environmental engagement associated with ‘active’ and ‘passive’ navigation systems. In a between-subjects design, a total of 61 experienced drivers completed two experimental drives comprising the same three routes (with overlapping sections), staged one week apart. Drivers were provided with the navigational support of a commercially-available navigation device (‘satnav’), an informed passenger (a stranger with expert route knowledge), a collaborative passenger (an individual with whom they had a close, personal relationship) or a novel interface employing a conversational natural language ‘NAV-NLI’ (Navigation Natural Language Interface). The NAV-NLI was created by curating linguistic intercourse extracted from the earlier conditions and delivering this using a ‘Wizard-of-Oz’ technique. This term describes a research experiment in which subjects interact with a computer system that they believe to be autonomous, but which is actually being operated or partially operated by an unseen human being. The different navigational methods were notable for their varying interactivity and the preponderance of environmental landmark information within route directions. Participants experienced the same guidance on each of the two drives to explore changes in reported and observed behaviour. Results show that participants who were more active in the navigation task (collaborative passenger or NAV-NLI) demonstrated enhanced environmental engagement (landmark recognition, route-learning and survey knowledge) allowing them to reconstruct the route more accurately post-drive, compared to drivers using more passive forms of navigational support (SatNav or informed passenger). Workload measures (the Tactile Detection Task (TDT) and the National Aeronautical and Space Administration Task Load Index (NASA-TLX)) indicated no differences between conditions, although SatNav users and collaborative passenger drivers reported lower workload during their second drive. The research demonstrates clear benefits and potential for a navigation system employing two-way conversational language to deliver instructions. This could help support a long-term perspective in the development of spatial knowledge, enabling drivers to become less reliant on the technology and begin to re-establish associations between viewing an environmental feature and the related navigational manoeuvre.

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