Interface Familiarity Restores Active Advantage in a Virtual Exploration and Reconstruction Task in Children

Sandamas, George; Foreman, Nigel; Coulson, Mark

doi:10.1080/13875860802589202

Cited by 12 publications

(17 citation statements)

References 43 publications

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“…This result would be consistent with past research, suggesting that map learning demands resources from the visuospatial sketchpad (Chrastil & Warren, 2012;Coluccia, 2005;Coluccia et al, 2007;Garden et al, 2002). Furthermore, we expected that cognitive load would impair performance in active (but not passive) learners (Sandamas & Foreman, 2007, 2014Sandamas, Foreman, & Coulson, 2009;Vecchi & Cornoldi, 1999).…”

Section: Methodssupporting

confidence: 91%

“…This result is consistent with Knight and Tlauka (2017), who demonstrated an active disadvantage in map learning under high (but not low) cognitive load. Active participants may be disadvantaged due to the greater cognitive demand of controlling map exploration compared to the low demand of passive viewing (Chrastil & Warren, 2012; Sandamas & Foreman, 2007, 2014; Sandamas et al, 2009; Taillade et al, 2013). Passive participants may have more cognitive resources available, making them better equipped to cope with high visuospatial demand than active learners.…”

Section: Discussionmentioning

confidence: 99%

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Map learning and working memory: Multimodal learning strategies

Knight

Tlauka

2018

Quarterly Journal of Experimental Psychology

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The current research investigated whether learning spatial information from a map involves different modalities, which are managed by discrete components in working memory. In four experiments, participants studied a map either while performing a simultaneous interference task (high cognitive load) or without interference (low cognitive load). The modality of interference varied between experiments. Experiment 1 used a tapping task (visuospatial), Experiment 2 a backward counting task (verbal), Experiment 3 an articulatory suppression task (verbal) and Experiment 4 an n-back task (central executive). Spatial recall was assessed in two tests: directional judgements and map drawing. Cognitive load was found to affect spatial recall detrimentally regardless of interference modality. The findings suggest that when learning maps, people use a multimodal learning strategy, utilising resources from all components of working memory.

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Section: Methodssupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Map learning and working memory: Multimodal learning strategies

Knight

Tlauka

2018

Quarterly Journal of Experimental Psychology

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“…Based on our informal notes, they played more frequently using touch-based interfaces in mobile devices, including tablets. We gave them training to reduce the possibility of differences in experience-based performance ( Sandamas et al, 2009 ). The VOL task included two phases for practice with the interface (i.e., adaptation and tutorial).…”

Section: Discussionmentioning

confidence: 99%

A Virtual Object-Location Task for Children: Gender and Videogame Experience Influence Navigation; Age Impacts Memory and Completion Time

et al. 2018

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The use of virtual reality-based tasks for studying memory has increased considerably. Most of the studies that have looked at child population factors that influence performance on such tasks have been focused on cognitive variables. However, little attention has been paid to the impact of non-cognitive skills. In the present paper, we tested 52 typically-developing children aged 5–12 years in a virtual object-location task. The task assessed their spatial short-term memory for the location of three objects in a virtual city. The virtual task environment was presented using a 3D application consisting of a 120″ stereoscopic screen and a gamepad interface. Measures of learning and displacement indicators in the virtual environment, 3D perception, satisfaction, and usability were obtained. We assessed the children’s videogame experience, their visuospatial span, their ability to build blocks, and emotional and behavioral outcomes. The results indicate that learning improved with age. Significant effects on the speed of navigation were found favoring boys and those more experienced with videogames. Visuospatial skills correlated mainly with ability to recall object positions, but the correlation was weak. Longer paths were related with higher scores of withdrawal behavior, attention problems, and a lower visuospatial span. Aggressiveness and experience with the device used for interaction were related with faster navigation. However, the correlations indicated only weak associations among these variables.

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“…Based on our informal notes, they played more frequently using touch-based interfaces in mobile devices, including tablets. We gave them training to reduce the possibility of differences in experience-based performance (Sandamas, Foreman, and Coulson 2009). The VOL task included two phases for practice with the interface (i.e., adaptation and tutorial).…”

Section: Discussionmentioning

confidence: 99%

An immersive virtual reality task with physical movement for the assessment of spatial memory

Andrés¹

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Virtual Reality (VR) has not yet been exploited in the assessment of spatial memory. Current VR systems for the assessment of spatial memory include interaction by using traditional devices (e.g., computer screens, mouses or keyboards). This classical type of interaction with the system is ineffective because the user's sense of presence is very poor. If the user does not have the feeling of "being there" in the virtual environment, the spatial memory may not be assessed correctly. The user's physical movement can contribute to a high level of presence. Therefore, by developing a system that allows the participants to become active in a virtual environment, spatial memory can be assessed as the same way it could be evaluated in a real environment. Firstly, I would like to express my sincere gratitude to my supervisors Prof. M. Carmen Juan and Dr. Magdalena Méndez López for the continuous support of my Ph.D. thesis and related research, for their patience, motivation, and immense knowledge. Their guidance helped me during the realization of this Ph.D. I would also like to extend my thanks to my lab mates of the

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Interface Familiarity Restores Active Advantage in a Virtual Exploration and Reconstruction Task in Children

Cited by 12 publications

References 43 publications

Map learning and working memory: Multimodal learning strategies

Map learning and working memory: Multimodal learning strategies

A Virtual Object-Location Task for Children: Gender and Videogame Experience Influence Navigation; Age Impacts Memory and Completion Time

An immersive virtual reality task with physical movement for the assessment of spatial memory

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