Using a picture (or a thousand words) for supporting spatial knowledge of a complex virtual environment

Area of Science:

• Cognitive Psychology
• Human-Computer Interaction
• Spatial Cognition

Background:

• External representations (e.g., maps, verbal instructions) are commonly used to aid navigation.
• The effectiveness of these representations in improving spatial knowledge and wayfinding remains debated.
• Understanding how different types of external aids impact learning in virtual environments is crucial.

Purpose of the Study:

• To investigate whether external representations (maps, verbal instructions) enhance spatial knowledge and wayfinding ability.
• To compare the effects of self-generated versus provided external representations.
• To explore the relationship between initial navigation ability and the effectiveness of external aids.

Main Methods:

• Two studies were conducted using a complex virtual environment for learning.
• Study 1: Participants generated their own maps or verbal instructions during learning.
• Study 2: Participants studied provided accurate maps or verbal instructions while learning.

Main Results:

• Neither self-generated nor provided external representations significantly improved spatial knowledge in a pointing task.
• Participants using provided maps showed better accuracy in recreating the environment's map.
• Navigation ability improvement was influenced by initial navigation skill levels across all conditions.

Conclusions:

• External representations, in their common forms, may not be sufficient to significantly improve spatial knowledge or wayfinding.
• More intensive interventions, including scaffolding and explicit training, might be necessary.
• Individual differences in navigation ability play a role in learning and benefiting from external aids.