Landmarks and Time-Pressure in Virtual Navigation: Towards Designing Gender-Neutral Virtual Environments

Gavrielidou, Elena; Lamers, Maarten H.

doi:10.1007/978-3-642-11743-5_5

Cited by 5 publications

(3 citation statements)

References 14 publications

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“…Although speed was not emphasized, there was a time limit in the encoding and returning phase. Previous research has suggested that time pressure affects navigation performance to a larger extent in women compared to men [ 64 , 65 ]. Future research should investigate whether the size of the environment and the presence of time pressure affect sex differences and test whether this is already the case in early development as well.…”

Section: Discussionmentioning

confidence: 99%

Development of Landmark Use for Navigation in Children: Effects of Age, Sex, Working Memory and Landmark Type

Hoogmoed

Wegman²,

Brink³

et al. 2022

Brain Sciences

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The use of landmarks for navigation develops throughout childhood. Here, we examined the developmental trajectory of egocentric and allocentric navigation based on landmark information in an on-screen virtual environment in 39 5–6-year-olds, 43 7–8-year-olds, and 41 9–10-year-olds. We assessed both categorical performance, indicating the notion of location changes based on the landmarks, as well as metrical performance relating to the precision of the representation of the environment. We investigated whether age, sex, spatial working memory, verbal working memory, and verbal production of left and right contributed to the development of navigation skills. In egocentric navigation, Categorical performance was already above chance at 5 years of age and was positively related to visuo-spatial working memory and the production of left/right, whereas metrical performance was only related to age. Allocentric navigation started to develop between 5 and 8 years of age and was related to sex, with boys outperforming girls. Both boys and girls seemed to rely more on directional landmark information as compared to positional landmark information. To our knowledge, this study is the first to give insight into the relative contribution of different cognitive abilities to navigation skills in school-aged children.

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Section: Discussionmentioning

confidence: 99%

Development of Landmark Use for Navigation in Children: Effects of Age, Sex, Working Memory and Landmark Type

Hoogmoed

Wegman²,

Brink³

et al. 2022

Brain Sciences

View full text Add to dashboard

show abstract

“…Educational Impact G1. Experiential Component Alghofaili et al, 2019;Fernandez, 2017;Fisher et al, 1986;Galitz, 1985Galitz, , 1992Gavrielidou & Lamers, 2009;Reeves & Harmon, 1993;Vinson, 1999 1. Next, they searched for existing eduVR experiences on mobile apps to provide context for the possible high and low scores for each dimension.…”

Section: Stage 1 Generating Domains and Categories By Reviewing Resementioning

confidence: 99%

“…Large-scale virtual worlds that are easy to navigate leave cognitive processing power for other tasks, because learners must employ multiple cognitive functions to create a mental model needed to navigate (Alghofaili et al, 2019;Vinson, 1999). While landmarks in virtual environments can be used to decrease navigational time and errors (Gavrielidou & Lamers, 2009), robust navigational information enhances situational awareness of learners (Fisher et al, 1986). In the absence of navigational aids, learners could become lost and frustrated with the virtual reality experience (Alghofaili et al, 2019).…”

Section: F3 Navigational Aidsmentioning

confidence: 99%

A Comprehensive Rubric for Evaluating EduVR

Fegely

Cherner

2021

JITE:Research

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Aim/Purpose: This article presents a comprehensive rubric for evaluating educational virtual reality experiences for mobile devices. The aim of this article is to systematically analyze research to address the quality of virtual reality experiences on mobile applications in order to extend the work of Lee and Cherner (2015) and their instructional application rubric. Background: Ratings in proprietary mobile application stores – The App Store and Google Play, etc. – are generic and do not provide meaningful evaluations of the virtual reality. This article utilizes research in the areas of virtual reality and education to present a comprehensive rubric for evaluating educational virtual reality for mobile applications, which continues to advance previously published, research-based rubrics. Methodology: The methodology uses a systematic process that spans multiple stages. The first stage was to locate pre-existing rubrics for virtual reality, followed by a review of literature focused on it. The third stage was to develop and vet a research-supported rubric for evaluating educational virtual reality. Contribution: The main contribution from this article is that it fills a gap in the literature by presenting a criterion-referenced, research-supported rubric for evaluating the quality of educational virtual reality for mobile devices (e.g., smartphones, tablets, and app-connected goggles). Findings: This paper’s findings include the domains, dimensions, and criterion-referenced Likert scale indicators in the form of rubric dimensions for evaluating educational virtual reality. The evaluative domains consist of (1) Positioning of the EduVR, (2) Avatar Level, (3) Virtual Environment, and (4) Virtual Experience. Recommendations for Practitioners: This rubric is a tool for instructional coaches, teacher educators, and instructional technologists to use when recommending virtual reality experiences for instructional purposes. Recommendation for Researchers: Researchers can use this tool to monitor the quality of educational virtual reality being developed for classroom use. They can also use this rubric to examine educational virtual reality experiences they would use in their studies and evaluate how those educational virtual reality experiences impact student learning, engagement, and collaboration. Impact on Society: We foresee this rubric being an aid in the development, selection, and purchase of educational virtual reality by educational institutions, educators, researchers, edtech developers, and edu-philanthropists, thus advancing the quality and expectations for educational virtual reality experiences. Future Research: Future researchers can further enhance the validity of this rubric by collecting large amounts of data from a diverse set of end users and stakeholders. Also, subsequent rubrics for evaluating augmented reality and extended reality comprise additional research avenues.

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Landmarks and Time-Pressure in Virtual Navigation: Towards Designing Gender-Neutral Virtual Environments

Cited by 5 publications

References 14 publications

Development of Landmark Use for Navigation in Children: Effects of Age, Sex, Working Memory and Landmark Type

Development of Landmark Use for Navigation in Children: Effects of Age, Sex, Working Memory and Landmark Type

A Comprehensive Rubric for Evaluating EduVR

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