Effects of Age and Field-of-Viewon Spatial Learning in an Immersive Virtual Environment

Adults and middle elementary schoolchildren (7-9 years old) were taught a route through a six room virtual house, while wearing a helmet mounted display (HMD) and using a joystick to navigate the virtual environment (VE). Participants viewed the environment under monoscopic conditions with field-of-view (FOV) set at either 30° H × 22° V or 48° H × 36° V. Participants performed tasks designed to assess their spatial knowledge in terms of landmark knowledge, route knowledge, and three configuration knowledge metrics. Landmark knowledge did not significantly change with age or FOV (p > .05). As both age and FOV increased, route and configuration knowledge significantly increased (p < .05). The results are discussed in terms of designing VEs for children.

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Learning and Transfer of Spatial Knowledge in a Virtual Environment

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/154193129403801803 ◽

1994 ◽

Vol 38 (18) ◽

pp. 1158-1162 ◽

Cited By ~ 20

Author(s):

John H. Bailey ◽

Bob G. Witmer

Keyword(s):

Knowledge Acquisition ◽

Virtual Environment ◽

Real World ◽

Spatial Knowledge ◽

Simulator Sickness ◽

Route Knowledge ◽

The Real

Two experiments were conducted to investigate route and configurational knowledge acquisition in a virtual environment (VE). The results indicate that route knowledge can be acquired in a VE and that it transfers to the real world. Furthermore, although it was not explicitly trained, participants acquired some configurational knowledge. Higher levels of interactive exposure to the VE resulted in better route knowledge than less interactive exposure. There was some evidence that more reported presence was correlated with better performance on spatial knowledge tests, while more reported simulator sickness was correlated with worse performance. Finally, performance during VE rehearsals was a strong, consistent correlate of performance on spatial knowledge tests.

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Effects of Head-Slaved Navigation and the Use of Teleports on Spatial Orientation in Virtual Environments

Human Factors The Journal of the Human Factors and Ergonomics Society ◽

10.1518/hfes.45.1.160.27234 ◽

2003 ◽

Vol 45 (1) ◽

pp. 160-169 ◽

Cited By ~ 8

Author(s):

Niels H. Bakker ◽

Peter O. Passenier ◽

Peter J. Werkhoven

Keyword(s):

Virtual Environments ◽

Virtual Environment ◽

Spatial Learning ◽

Spatial Orientation ◽

Spatial Knowledge ◽

Proprioceptive Feedback ◽

Added Value ◽

Practical Guidelines ◽

Navigation Interface

The type of navigation interface in a virtual environment (VE)---head slaved or indirect---determines whether or not proprioceptive feedback stimuli are present during movement. In addition, teleports can be used, which do not provide continuous movement but, rather, discontinuously displace the viewpoint over large distances. A two-part experiment was performed. The first part investigated whether head-slaved navigation provides an advantage for spatial learning in a VE. The second part investigated the role of anticipation when using teleports. The results showed that head-slaved navigation has an advantage over indirect navigation for the acquisition of spatial knowledge in a VE. Anticipating the destination of the teleport prevented disorientation after the displacement to a great extent but not completely. The time that was needed for anticipation increased if the teleport involved a rotation of the viewing direction. This research shows the potential added value of using a head-slaved navigation interface---for example, when using VE for training purposes---and provides practical guidelines for the use of teleports in VE applications.

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Embodied Spatial Knowledge Acquisition in Immersive Virtual Reality: Comparison to Map Exploration

Frontiers in Virtual Reality ◽

10.3389/frvir.2021.625548 ◽

2021 ◽

Vol 2 ◽

Author(s):

Sabine U. König ◽

Ashima Keshava ◽

Viviane Clay ◽

Kirsten Rittershofer ◽

Nicolas Kuske ◽

...

Keyword(s):

Knowledge Acquisition ◽

Virtual Environment ◽

Spatial Knowledge ◽

Sources Of Information ◽

Immersive Virtual Environment ◽

The North ◽

Cardinal Directions ◽

Interactive Map ◽

Spatial Knowledge Acquisition ◽

Different Sources

Investigating spatial knowledge acquisition in virtual environments allows studying different sources of information under controlled conditions. Therefore, we built a virtual environment in the style of a European village and investigated spatial knowledge acquisition by experience in the immersive virtual environment and compared it to using an interactive map of the same environment. The environment was well explored, with both exploration sources covering the whole village area. We tested knowledge of cardinal directions, building-to-building orientation, and judgment of direction between buildings in a pointing task. The judgment of directions was more accurate after exploration of the virtual environment than after map exploration. The opposite results were observed for knowledge of cardinal directions and relative orientation between buildings. Time for cognitive reasoning improved task accuracies after both exploration sources. Further, an alignment effect toward the north was only visible after map exploration. Taken together, our results suggest that the source of spatial exploration differentially influenced spatial knowledge acquisition.

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Effects of Interaction Level, Framerate, Field of View, 3D Content Feedback, Previous Experience on Subjective User eXperience and Objective Usability in Immersive Virtual Environment

International Journal of Virtual Reality ◽

10.20870/ijvr.2017.17.3.2898 ◽

2017 ◽

Vol 17 (3) ◽

pp. 27-51 ◽

Cited By ~ 4

Author(s):

Katy Tcha-Tokey ◽

Emilie Loup-Escande ◽

Olivier Christmann ◽

Simon Richir

Keyword(s):

Virtual Environment ◽

User Experience ◽

Field Of View ◽

Influential Factor ◽

Previous Experience ◽

Immersive Virtual Environment ◽

Subjective Perceptions ◽

Key Points ◽

Experience Questionnaire ◽

3D Content

This paper investigates the effects of interaction level, framerate, field of view, 3D content feedback and previous experience on subjective User eXperience (i.e., presence, engagement, immersion, flow, emotion, skill, experience consequence, judgement, technology adoption) and objective usability in immersive virtual environment. Data were collected from a series of five sub- experiments (i.e., one for each influential factor) that involved a total of 152 individuals. The participants were asked to use the "Think and Shoot" immersive virtual environment and to complete a User eXperience questionnaire. Their subjective perceptions and objective measures were collected and analyzed. The results revealed that interactivity level and previous experience had an effect on subjective User eXperience and on objective usability. Framerate and field of view had an effect on objective usability. Finally, 3D content feedback had no significant influence on User eXperience. From these findings, key points for User eXperience practitioners are proposed.

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