Perspective switch and spatial knowledge acquisition: effects of age, mental rotation ability and visuospatial memory capacity on route learning in virtual environments with different levels of realism

Lokka, Ismini-Eleni; Çöltekin, Arzu

doi:10.1080/15230406.2019.1595151

Cited by 27 publications

(36 citation statements)

References 55 publications

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“…In this study, young and older participants encoded landmarks in a VE either through a ground perspective or map reading. Compared to young adults, older adults experienced certain degrees of decline in spatial learning abilities (Devlin & Wilson, 2010;Lokka & Çöltekin, 2020;Yamamoto & Degirolamo, 2012). When participants were later asked to reconstruct the spatial layout, older (or low spatial ability) participants were less accurate than young (or high spatial ability) participants in the ground, but not the map, encoding condition.…”

Section: Discussionmentioning

confidence: 98%

Exploring the effects of geographic scale on spatial learning

et al. 2020

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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.

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Section: Discussionmentioning

confidence: 98%

Exploring the effects of geographic scale on spatial learning

et al. 2020

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“…These psychophysical concerns and other sensory issues cannot be ignored given that XR devices should be accessible to all. A cross-cutting concept that is relevant to all of the above is cognitive load [145] (i.e., people have more trouble processing or remembering things if there is too much information [46,138,146], or too much interaction [147]). For example, in visual realism studies, it has been demonstrated that a selective representation of photo textures (a 'reduced realism') informed by navigation theories fulfills tasks such as route learning better than fully photorealistic alternatives [46,138,147].…”

Section: State Of the Art And Trends In Human Factors For Xrmentioning

confidence: 99%

Extended Reality in Spatial Sciences: A Review of Research Challenges and Future Directions

Çöltekin

Lochhead

Madden

et al. 2020

IJGI

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This manuscript identifies and documents unsolved problems and research challenges in the extended reality (XR) domain (i.e., virtual (VR), augmented (AR), and mixed reality (MR)). The manuscript is structured to include technology, design, and human factor perspectives. The text is visualization/display-focused, that is, other modalities such as audio, haptic, smell, and touch, while important for XR, are beyond the scope of this paper. We further narrow our focus to mainly geospatial research, with necessary deviations to other domains where these technologies are widely researched. The main objective of the study is to provide an overview of broader research challenges and directions in XR, especially in spatial sciences. Aside from the research challenges identified based on a comprehensive literature review, we provide case studies with original results from our own studies in each section as examples to demonstrate the relevance of the challenges in the current research. We believe that this paper will be of relevance to anyone who has scientific interest in extended reality, and/or uses these systems in their research.

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“…Providing a suitable method which can link variants of sectoral knowledge used by participants during the discussion becomes crucial. Giving the participants the opportunities to draw sketches [46] or rich pictures [54] may be useful to facilitate their communications while preventing the knowledge gaps among them.…”

Section: Types Of Spatial Knowledgementioning

confidence: 99%

“…The participants/respondents can recognize a specific point of interest (landmarks) in their neighborhood/village through photographs. [29,34,46,47] 2. [ 29,34,[46][47][48][49] We conducted a stakeholder analysis for examining the socio-spatial relationship among the stakeholders of the Musrenbang practices.…”

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confidence: 99%

“…[29,34,46,47] 2. [ 29,34,[46][47][48][49] We conducted a stakeholder analysis for examining the socio-spatial relationship among the stakeholders of the Musrenbang practices. To obtain a more detailed understanding of the key stakeholders, firstly, we grouped the identified stakeholders according to their roles in the village Musrenbang practices, including their interest and influence based on the first author's judgment.…”

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Spatial Knowledge: A Potential to Enhance Public Participation?

et al. 2020

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Spatial knowledge, i.e., knowledge about space and place, is commonly used by stakeholders during the deliberative process of public participation practice. The goal of this article is to examine to what extent spatial knowledge exists and is used in a formal public participation practice, as well as its potential to enhance the public participation practice. We used an annual public participation practice in Indonesia called Musrenbang as the case study. Using a three-dimensional framework, we identified the types, levels, and socio-spatial relationships of spatial knowledge used in the Musrenbang practice. Our study finds that villagers had and used spatial knowledge during Musrenbang. However, the knowledge was not properly used due to three main impediments: The stakeholders were not aware of their spatial knowledge, spatial data was not available, which can help to better utilize knowledge while supporting the participatory process, and power gaps among stakeholders. It can be concluded that the development of suitable methods, which can help stakeholders use their spatial knowledge, is needed to enhance the current Musrenbang practice.

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Perspective switch and spatial knowledge acquisition: effects of age, mental rotation ability and visuospatial memory capacity on route learning in virtual environments with different levels of realism

Cited by 27 publications

References 55 publications

Exploring the effects of geographic scale on spatial learning

Exploring the effects of geographic scale on spatial learning

Extended Reality in Spatial Sciences: A Review of Research Challenges and Future Directions

Spatial Knowledge: A Potential to Enhance Public Participation?

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