Using virtual global landmark to improve incidental spatial learning

Lu, Jia; Singh, Avinash Kumar; Lin, Chin‐Teng

doi:10.1038/s41598-022-10855-z

Cited by 7 publications

(4 citation statements)

References 62 publications

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“…The greater pointing accuracy that resulted in the Cues-on condition compared to the Cues-off condition suggests that together, this set of simulated AR cues facilitated the acquisition of survey spatial knowledge of the city environment. These results replicate and extend prior work that found virtual cues to be effective landmarks (Bolton et al, 2015;Brunyé et al, 2016;Liu et al, 2022). We also found that pointing accuracy was best when pointing from home to the targets as compared to targets to home.…”

Section: Discussionsupporting

confidence: 90%

“…Others have manipulated the presence of global and local landmarks in virtual environments displayed on a large projection screen and showed that both types of landmarks were used to make route decisions, but that individuals relied on them differently when the cues were put in conflict with each other (Steck and Mallot, 2000). Recently, Liu et al (2022) also developed a "virtual global landmark (VGL)" system that constantly displayed a global landmark through a head-worn AR system during navigation. They found better incidental spatial learning with the VGL system as assessed by a map drawing task when compared to a control (auditory instruction only) condition.…”

Section: Cues In Virtual Navigationmentioning

confidence: 99%

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Effects of simulated augmented reality cueing in a virtual navigation task

Stefanucci

Brickler²,

Finney³

et al. 2022

Front. Virtual Real.

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Navigational tools are relied on to traverse unfamiliar grounds, but their use may come at a cost to situational awareness and spatial memory due to increased cognitive load. In order to test for a cost-benefit trade off in navigational cues, we implemented a variety of navigation cues known to facilitate target search and spatial knowledge acquisition of an urban virtual environment viewed through an HTC VIVE Pro as a simulation of cues that would be possible using Augmented Reality (AR). We used a Detection Response Task (DRT) during the navigation task to measure cognitive load and situational awareness. Participants searched for targets in the city with access to a map that did or did not have a “you are here” indicator showing the viewer’s location as they moved. In addition, navigational beacons were also present or absent in the environment as well as a compass and street name indicator. Participants searched for three separate target objects and then returned back to their starting location in the virtual world. After returning home, as a measure of spatial knowledge acquisition, they pointed toward each target from the home location and pointed to home and to the other targets from each target location. Results showed that the navigational cues aided spatial knowledge without increasing cognitive load as assessed with the DRT. Pointing error was lowest when all navigational cues were present during navigation and when pointing was done from home to the target objects. Participants who received the “you are here” indicator on their map consulted the map more often, but without detrimental effects for the acquisition of spatial knowledge compared to a map with no indicator. Taken together, the results suggest that navigational cues can help with spatial learning during navigation without additional costs to situational awareness.

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Section: Discussionsupporting

confidence: 90%

Section: Cues In Virtual Navigationmentioning

confidence: 99%

Effects of simulated augmented reality cueing in a virtual navigation task

Stefanucci

Brickler²,

Finney³

et al. 2022

Front. Virtual Real.

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“…The inclusion of landmarks in mobile maps for pedestrian navigation has been proposed to counter the negative effects of using GPS-based navigation systems on users' spatial learning (Raubal and Winter, 2002;Duckham et al, 2010;Liu et al, 2022). Indeed, Wunderlich and Gramann, (2021) showed that pedestrian navigation assistance that presents landmarks at intersections with verbal directions improved navigators' spatial knowledge acquisition compared to standard navigation instructions in mobile applications that communicate turn-by-turn directions using metric distance information (e.g., "turn right in 200 m").…”

Section: Landmarks and Navigationmentioning

confidence: 99%

The effect of landmark visualization in mobile maps on brain activity during navigation: A virtual reality study

Cheng

Wunderlich

Gramann

et al. 2022

Front. Virtual Real.

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The frequent use of GPS-based navigation assistance is found to negatively affect spatial learning. Displaying landmarks effectively while providing wayfinding instructions on such services could facilitate spatial learning because landmarks help navigators to structure and learn an environment by serving as cognitive anchors. However, simply adding landmarks on mobile maps may tax additional cognitive resources and thus adversely affect cognitive load in mobile map users during navigation. To address this potential issue, we set up the present study experimentally to investigate how the number of landmarks (i.e., 3 vs. 5 vs. 7 landmarks), displayed on a mobile map one at a time at intersections during turn-by-turn instructions, affects spatial learning, cognitive load, and visuospatial encoding during map consultation in a virtual urban environment. Spatial learning of the environment was measured using a landmark recognition test, a route direction test, and Judgements of Relative Directions (JRDs). Cognitive load and visuospatial encoding were assessed using electroencephalography (EEG) by analyzing power modulations in distinct frequency bands as well as peak amplitudes of event-related brain potentials (ERPs). Behavioral results demonstrate that landmark and route learning improve when the number of landmarks shown on a mobile map increases from three to five, but that there is no further benefit in spatial learning when depicting seven landmarks. EEG analyses show that relative theta power at fronto-central leads and P3 amplitudes at parieto-occipital leads increase in the seven-landmark condition compared to the three- and five-landmark conditions, likely indicating an increase in cognitive load in the seven-landmark condition. Visuospatial encoding indicated by greater theta ERS and alpha ERD at occipital leads with a greater number of landmarks on mobile maps. We conclude that the number of landmarks visualized when following a route can support spatial learning during map-assisted navigation but with a potential boundary—visualizing landmarks on maps benefits users’ spatial learning only when the number of visualized landmarks shown does not exceed users’ cognitive capacity. These results shed more light on neuronal correlates underlying cognitive load and visuospatial encoding during spatial learning in map-assisted navigation. Our findings also contribute to the design of neuro-adaptive landmark visualization for mobile navigation aids that aim to adapt to users’ cognitive load to optimize their spatial learning in real time.

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“…Further, as the behaviour and emotional control centre of our brains, the frontal lobes are important for voluntary movement and for managing higher-level executive functions [57]. Especially, based on our previous studies [58,59], the frontal and parietal areas are found to be associated to the quality of spatial learning caused by the stimulus of VGLs and local landmarks. These two areas are also revealed by studies for their roles to reflect the spatial attention and navigation strategies [60][61][62].…”

Section: Visualizing the Eeg Datasetmentioning

confidence: 99%