Learning of Spatial Properties of a Large-Scale Virtual City With an Interactive Map

TY - JOUR

T1 - Learning of Spatial Properties of a Large-Scale Virtual City With an Interactive Map

AU - König, Sabine U

AU - Clay, Viviane

AU - Nolte, Debora

AU - Duesberg, Laura

AU - Kuske, Nicolas

AU - König, Peter

PY - 2019/7/10

Y1 - 2019/7/10

N2 - To become acquainted with large-scale environments such as cities people combine direct experience and indirect sources such as maps. To ascertain which type of spatial knowledge is acquired by which source is difficult to evaluate. Using virtual reality enables the possibility to investigate whether knowledge is learned by direct experience or the use of a map differentially. Therefore, we designed a large virtual city, comprised of over 200 houses, and evaluated spatial knowledge acquisition after city exploration with an interactive map following one and three 30-min exploration sessions. We tested subjects' knowledge of the orientation of houses facing directions toward cardinal north, of orientations of houses facing directions relative to each other and pointing from one house to another. Our results revealed that increased familiarity after extended exploration with the map improved task accuracy. Further, it revealed task differences, caused mainly by a better accuracy in the relative orientation task than the pointing task. Time for cognitive reasoning improved overall task accuracy. Learning with our VR city map revealed an absence of distance effect, an alignment effect of tested house orientation toward map north and an angular difference effect between tested stimuli. Self-reported knowledge of cardinal directions learned in the real environment was positively correlated with task accuracy testing houses orientations toward cardinal north. Overall, our results suggest that participants learned spatial information that is directly available in the interactive map, while a spatial task that needed integration of learned knowledge stayed at lower accuracy levels.

AB - To become acquainted with large-scale environments such as cities people combine direct experience and indirect sources such as maps. To ascertain which type of spatial knowledge is acquired by which source is difficult to evaluate. Using virtual reality enables the possibility to investigate whether knowledge is learned by direct experience or the use of a map differentially. Therefore, we designed a large virtual city, comprised of over 200 houses, and evaluated spatial knowledge acquisition after city exploration with an interactive map following one and three 30-min exploration sessions. We tested subjects' knowledge of the orientation of houses facing directions toward cardinal north, of orientations of houses facing directions relative to each other and pointing from one house to another. Our results revealed that increased familiarity after extended exploration with the map improved task accuracy. Further, it revealed task differences, caused mainly by a better accuracy in the relative orientation task than the pointing task. Time for cognitive reasoning improved overall task accuracy. Learning with our VR city map revealed an absence of distance effect, an alignment effect of tested house orientation toward map north and an angular difference effect between tested stimuli. Self-reported knowledge of cardinal directions learned in the real environment was positively correlated with task accuracy testing houses orientations toward cardinal north. Overall, our results suggest that participants learned spatial information that is directly available in the interactive map, while a spatial task that needed integration of learned knowledge stayed at lower accuracy levels.

U2 - 10.3389/fnhum.2019.00240

DO - 10.3389/fnhum.2019.00240

M3 - SCORING: Journal article

C2 - 31354457

VL - 13

SP - 240

JO - FRONT HUM NEUROSCI

JF - FRONT HUM NEUROSCI

SN - 1662-5161

ER -