Exploring the effects of geographic scale on spatial learning

Abstract

Background: Investigating the relationship between the human body and its spatial environment is a critical component in understanding the process of acquiring spatial knowledge. However, few empirical evaluations have looked at how the visual accessibility of an environment affects spatial learning. To address this gap, this paper focuses on geographic scale, defined as the spatial extent visually accessible from a single viewpoint. We present two experiments in which we manipulated geographic scale using two perspectives, a ground level and an elevated view, in order to better understand the scale effect on spatial learning. Learning outcomes were measured using estimates of direction and self-reports of mental workload. Results: In contrast to our hypothesis, we found few differences in spatial learning when comparing different perspectives. However, our analysis of pointing errors shows a significant interaction effect between the scale and spatial ability: The elevated perspective reduced the differences in pointing errors between low and high spatial ability participants in contrast to when participants learned the environment at ground level alone. Bimodal pointing distributions indicate that participants made systematic errors, for example, forgetting turns or segments. Modeling these errors revealed a unified alternative representation of the environment and further suggests that low spatial ability participants benefited more from the elevated perspective in terms of spatial learning compared to high spatial ability participants. Conclusions: We conclude that an increased geographic scale, which was accessible through an elevated perspective in this study, can help bridge the performance gap in spatial learning between low and high spatial ability participants.

Virtual reality for student learning: Understanding individual differences

“…Studies have demonstrated that human spatial abilities are not uniform across different scales (58); for example, being good at manipulating small objects does not necessarily make one good at navigating a campus (59). Zhao et al (60) investigated how spatial abilities interact with viewing perspectives in a large-scale environment. Participants navigated a virtual maze through 360 • images taken at normal eye level (ground perspective) or 360 • images taken at 5.3 metres above ground (elevated perspective).…”

Virtual strike and dip – advancing inclusive and accessible field geology

“…Research on virtual learning environments has shown that the immersive, interactive, and 3D nature of iVR can potentially reduce the performance gap between students with high and low spatial abilities (Simpson et al, 2017;Lages and Bowman, 2018), which have been shown critical for STEM education (Newcombe, 2010). Immersive 3D visualizations can demonstrate the extent of landscapes and geological features in a form that is beneficial for students to develop spatial thinking, as they closely mirror everyday perceptual experience (Simpson, 2020). This mirroring capability is important in the context of the current study where students expressed preference for a more real-world experience.…”

“…In addition, current iVR technology allows for the integration of high-fidelity perceptual information (e.g., position, orientation, shape, size, or motion) and additional abstract information (e.g., video, graphs, and text) into a single virtual environment, which would enable the teaching of complex geological concepts through understandable visual demonstrations (Bowman et al, 2003). Such explicit graphical presentations might act as a "cognitive prosthetic" for students with lower spatial ability (Mayer and Sims, 1994;Höffler and Leutner, 2011;Jamieson et al, 2014;Zhao et al, 2020); that is, low-ability learners could gain a particular benefit from accessing an information-rich iVR environment, as they have difficulty mentally constructing their own representation when learning about geological features and processes from the textbook or a traditional field trip alone. This is also important for the present study, as it has been shown that lowspatial-ability learners can benefit more from a desktop VR application in comparison with high-spatial-ability learners (Lee et al, 2009).…”

Influence of augmented reality on shopping behavior

“…Jin et al (2007) explained that 3-D visualization increases virtual imagery compared to traditional advertising. Similarly, AR interactivity helps customers understand the virtual environment in realtime (Zhao et al, 2020). Thus, interactive AR is emerging as an effective tool that enhances product experiences by educating the consumer and is effective in the shopping experience.…”