Immersive virtual reality (iVR) devices are rapidly becoming an important part of our lives and forming a new way for people to interact with computers and each other. The impact and consequences of this innovative technology have not yet been satisfactory explored. This empirical study investigated the cognitive and social aspects of collaboration in a shared, immersive virtual reality. A unique application for implementing a collaborative immersive virtual environment (CIVE) was developed by our interdisciplinary team as a software solution for educational purposes, with two scenarios for learning about hypsography, i.e., explanations of contour line principles. Both scenarios allow switching between a usual 2D contour map and a 3D model of the corresponding terrain to increase the intelligibility and clarity of the educational content. Gamification principles were also applied to both scenarios to augment user engagement during the completion of tasks. A qualitative research approach was adopted to obtain a deep insight into the lived experience of users in a CIVE. It was thus possible to form a deep understanding of very new subject matter. Twelve pairs of participants were observed during their CIVE experience and then interviewed either in a semistructured interview or a focus group. Data from these three research techniques were analyzed using interpretative phenomenological analysis, which is research method for studying individual experience. Four superordinate themes—with detailed descriptions of experiences shared by numerous participants—emerged as results from the analysis; we called these (1) Appreciation for having a collaborator, (2) The Surprising “Fun with Maps”, (3) Communication as a challenge, and (4) Cognition in two realities. The findings of the study indicate the importance of the social dimension during education in a virtual environment and the effectiveness of dynamic and interactive 3D visualization.

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This study explores the influence of stereoscopic (real) 3D and monoscopic (pseudo) 3D visualization on the human ability to reckon altitude information in noninteractive and interactive 3D geovisualizations. A two phased experiment was carried out to compare the performance of two groups of participants, one of them using the real 3D and the other one pseudo 3D visualization of geographical data. A homogeneous group of 61 psychology students, inexperienced in processing of geographical data, were tested with respect to their efficiency at identifying altitudes of the displayed landscape. The first phase of the experiment was designed as non-interactive, where static 3D visual displays were presented; the second phase was designed as interactive and the participants were allowed to explore the scene by adjusting the position of the virtual camera. The investigated variables included accuracy at altitude identification, time demands and the amount of the participant's motor activity performed during interaction with geovisualization. The interface was created using a Motion Capture system, Wii Remote Controller, widescreen projection and the passive Dolby 3D technology (for real 3D vision). The real 3D visual display was shown to significantly increase the accuracy of the landscape altitude identification in non-interactive tasks. As expected, in the interactive phase there were differences in accuracy flattened out between groups due to the possibility of interaction, with no other statistically significant differences in completion times or motor activity. The increased number of omitted objects in real 3D condition was further subjected to an exploratory analysis.

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Interactive 3D visualizations of geospatial data are currently available and popular through various applications such as Google EarthTM and others. Several studies have focused on user performance with 3D maps, but static 3D maps were mostly used as stimuli. The main objective of this paper was to identify differences between interactive and static 3D maps. We also explored the role of different tasks and inter-individual differences of map users. In the experimental study, we analyzed effectiveness, efficiency, and subjective preferences, when working with static and interactive 3D maps. The study included 76 participants and used a within-subjects design. Experimental testing was performed using our own testing tool 3DmoveR 2.0, which was based on a user logging method and open web technologies. We demonstrated statistically significant differences between interactive and static 3D maps in effectiveness, efficiency, and subjective preferences. Interactivity influenced the results mainly in ‘spatial understanding’ and ‘combined’ tasks. From the identified differences, we concluded that the results of the user studies with static 3D maps as stimuli could not be transferred to interactive 3D visualizations or virtual reality.

Human performance and navigation activity in virtual environments can be measured and assessed with the aim to draw specific conclusions about human cognition. This paper presents an original virtual geographic environment (VGE) designed and used for this purpose. The presented research is rooted in an interdisciplinary approach combining knowledge and principles from the fields of psychology, cartography, and information technologies. The VGE was embedded with user logging functionality to provide a basis from which conclusions about human cognitive processes in a VGE could be drawn. The scope of this solution is introduced, described, and discussed under a behavioral measurement framework. An exploratory research design was adopted to demonstrate the environment’s utility in proof-of-concept user testing. Twenty participants were observed in interactive, semi-interactive and non-interactive tasks, their performance and individual differences were analyzed. The behavioral measurements were supplemented by Object-Spatial Imagery and a Verbal Questionnaire to determine the participants’ cognitive styles. In this sample, significant differences in exploration strategies between men and women were detected. Differences between experienced and non-experienced users were also found in their ability to identify spatial relations in virtual scenes. Finally, areas for future research areas and development were pinpointed.

During evacuation, individual navigation behavior is often dictated by the legibility of evacuation signs and the environmental setting itself. People tend to follow previously-used and known routes (to retrace) rather than follow evacuation signage. This has proven undesirable, even fatal, in emergencies and such behavior calls for a better understanding of the influencing factors. This contribution consists of a virtual reality experiment in which 72 participants evacuated from a hotel building in which the spatial configurations were altered. The tendency to retrace diminished when the evacuation route led through a wider, straight corridor, suggesting that the building's spatial configuration has an important influence on retracing and should be more carefully considered in the design of buildings in and agent-based simulations.

The use of 3D visualization technologies has increased rapidly in many applied fields, including geovisualization, and has been researched from many different perspectives. However, the findings for the benefits of 3D visualization, especially in stereoscopic 3D forms, remain inconclusive and disputed. Stereoscopic "real" 3D visualization was proposed as encouraging the visual perception of shapes and volume of displayed content yet criticised as problematic and limited in a number of ways, particularly in visual discomfort and increased response time in tasks. In order to assess the potential of real 3D visualization for geo-applications, 91 participants were engaged in this study to work with digital terrain models in different 3D settings. The researchers examined the effectivity of stereoscopic real 3D visualization compared to monoscopic 3D (or pseudo 3D) visualization under static and interactive conditions and applied three tasks with experimental stimuli representing different geo-related phenomena, i.e. objects in the terrain, flat areas marked in the terrain and terrain elevation profiles. The authors explored the significant effects of real 3D visualization and interactivity factors in terms of response time and correctness. Researchers observed that the option to interact (t =-10.849, p < 0.001) with a virtual terrain and its depiction with real 3D visualization (t = 4.64, p < 0.001) extended the participants' response times. Counterintuitively, the data demonstrated that the static condition increased response correctness (z = 5.38, p < 0.001). Regarding detailed analysis of data, an interactivity factor was proposed as a potential substitute for real 3D visualization in 3D geographical tasks.