Virtual environments as memory training devices in navigational tasks for older adults

Lokka, Ismini-Eleni; Çöltekin, Arzu; Wiener, Jan; Fabrikant, Sara Irina; Röcke, Christina

doi:10.1038/s41598-018-29029-x

Cited by 48 publications

(49 citation statements)

References 91 publications

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“…For instance, direct egocentric experience of exploring an environment could be used, which is not quite the same as learning from a video (Hegarty et al ., ). Virtual reality environments with different levels of realism and highlighted landmark locations have also recently shown great potential for improving older adults’ spatial learning (Lokka, Çöltekin, Wiener, Fabrikant, & Röcke, ). Ways of presenting egocentric information other than maps should be considered as well to better understand the effects of learning input on spatial representations.…”

Section: Discussionmentioning

confidence: 99%

The role of visuo‐spatial abilities in environment learning from maps and navigation over the adult lifespan

Muffato

Meneghetti

Béni

2019

British J of Psychology

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Visuo-spatial abilities have an important role in environment learning. The aim of the present study was to explore whether these abilities relate to spatial recall after learning an environment from a map or a video, and irrespective of the learner's age (from youth to old age). The study involved 431 participants from 25 to 84 years old, who were assessed for their visuo-spatial working memory, object-based mental rotation, and perspectivetaking abilities. Then, they learned environments from a map and a video, and performed pointing, map drawing, and route repetition tasks after learning from each type of input. The resulting path models showed that age related to visuo-spatial abilities and (in some cases) to spatial accuracy, too. After accounting for age, visuo-spatial abilities also related to spatial recall performance, whatever the type of learning input, especially in pointing tasks and, to a lesser degree, in map drawing and route repetition tasks. Overall, the relationship between individual visuo-spatial abilities and environment learning relates to the learning input and the type of task used to assess recall. This relationship was found in a large and diverse sample of participants ranging from youth to old age.

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Section: Discussionmentioning

confidence: 99%

The role of visuo‐spatial abilities in environment learning from maps and navigation over the adult lifespan

Muffato

Meneghetti

Béni

2019

British J of Psychology

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“…VR tests of spatial cognition have proved more sensitive in identifying spatial navigation deficits in patient populations compared to more classic visuospatial 'pencil-and-paper' tests like the Mental Rotation Test [5]. For older patients, VR has the added advantage to be a less costly and safer alternative to real-world navigation tests, which are time and space consuming, as well as difficult to administer to a population sometime less able to walk [6]. Until recently most VR used in research was presented on a desktop display and movement controlled via a joystick or keyboard.…”

Section: Introductionmentioning

confidence: 99%

Virtual navigation tested on a mobile app is predictive of real-world wayfinding navigation performance

Coutrot

Schmidt

Coutrot

et al. 2018

Preprint

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Virtual reality environments presented on smart-phone and tablet devices have potential to aid the early diagnosis of conditions such as Alzheimer's dementia by quantifying impairments in navigation performance. However, it is unclear whether performance on mobile devices can predict navigation errors in the real-world. In a preliminary study we tested 30 participants (15 female, 18-30 years old) on their wayfinding ability in our mobile app 'Sea Hero Quest' and on novel real-world wayfinding task in London (UK). We find a significant correlation between virtual and real-world navigation performance and a male advantage on both tasks, although smaller in the real-world environment. These results are consistent with prior studies which have reported navigation in the virtual environments are predictive of real-world navigation performance and a consistent male advantage. Future research will need to test a larger sample size and older participants.

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“…In the MixedVE, the amount and the location of the highlighted textures are carefully selected considering both visual realism and landmark theories (Röser, Hamburger, Krumnack, & Knauff, 2012;Smallman & Cook, 2011b). Specifically, we selected to highlight scene elements (using photo textures, in this case) in the MixedVE, only where the information should be relevant to route learning (further elaborated in Lokka & Çöltekin, 2017). This 'relevance' was determined based on the findings in previous empirical work, for example, there is evidence that people pay attention to the scene elements at the intersection points, specifically to those at the direction of turn; and the structural elements, such as the road network may be important in route learning (e.g., Röser, Hamburger, Krumnack, & Knauff, 2012).…”

Section: Methodsmentioning

confidence: 99%

“…Note that the classification of tasks into three primary categories (visual, spatial, visuospatial) is a rough classification, where the task primarily would require the use of spatial memory, visual memory or both. In reality, these memory systems possibly interact with each other constantly and in ways we cannot control (see Lokka & Çöltekin, 2017 for further elaboration on our reasoning, and Cowan (1995) for an overview on memory systems). We examined participant performance separately for each task type, as well as at an aggregate level for total of tasks for each visualization type, and for each age group.…”

Section: Methodsmentioning

confidence: 99%

Evaluating Route Learning Performance of Older and Younger Adults in Differently-Designed Virtual Environments: A Task-Differential Analysis

Lokka

Çöltekin

2018

Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci.

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<p><strong>Abstract.</strong> Navigating in unfamiliar environments is a complex task that requires considerable cognitive resources to memorize (and eventually learn) a route. In general, virtual environments (VEs) can be useful tools in training for route learning and improving route recall. However, the visual information presented in VEs, that is, what we choose to present in a virtual scene, can strongly affect the ability to recall a route. This is especially relevant when we consider individual differences, and people’s varying abilities to navigate effectively. Taking various cognitive processes involved in route learning into account, we designed a multi-level experiment that examines route recall effectiveness in a navigation context. We conceptualized that the participants would have to recall information related to the route that is demanding on primarily visual, spatial, or visuospatial memory systems. Furthermore, because there is a clear link between memory capacity and ageing; we conducted our experiment with two different age groups (total 81 participants: 42 young people aged 20&ndash;30 yo and 39 older people aged 65&ndash;76 yo). We also measured participants’ spatial abilities and visuospatial memory capacity for control purposes. After experiencing a pre-determined route in three different VEs (that we varied in levels of visual realism, and named as AbstractVE, MixedVE, and RealisticVE), each participant solved a list of tasks that was designed to measure visual, spatial, and visuospatial recall of the scene elements and information about the route. Participants solved these tasks immediately after experiencing the route in each VE, as well as after a week, thus we could measure ‘learning’ (delayed recall). Results from our study confirm the well-known decline in recall with age (young vs. older), provide new information regarding memorability of routes and VE scene elements over time (immediate vs. delayed), and most importantly demonstrate the crucial role the visual design decisions play in route learning and memorability of visuospatial displays.</p>

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Virtual environments as memory training devices in navigational tasks for older adults

Cited by 48 publications

References 91 publications

The role of visuo‐spatial abilities in environment learning from maps and navigation over the adult lifespan

The role of visuo‐spatial abilities in environment learning from maps and navigation over the adult lifespan

Virtual navigation tested on a mobile app is predictive of real-world wayfinding navigation performance

Evaluating Route Learning Performance of Older and Younger Adults in Differently-Designed Virtual Environments: A Task-Differential Analysis

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