Abstract
A computational model of non-visual spatial learning through virtual learning environment (VLE) is presented in this chapter. The inspiration has come from Landmark-Route-Survey (LRS) theory (Siegel & White, 1975), the most accepted theory of spatial learning. An attempt has been made to combine the findings and methods from several disciplines including cognitive psychology, behavioral science and computer science (specifically virtual reality (VR) technology). The study of influencing factors on spatial learning and the potential of using cognitive maps in the modeling of spatial learning are described. Motivation to use VLE and its characteristics are also described briefly. Different types of locomotion interface to VLE with their constraints and benefits are discussed briefly. The authors believe that by incorporating perspectives from cognitive and experimental psychology to computer science, this chapter will appeal to a wide range of audience - particularly computer engineers concerned with assistive technologies; professionals interested in virtual environments, including computer engineers, architect, city-planner, cartographer, high-tech artists, and mobility trainer; and psychologists involved in the study of spatial cognition, cognitive behaviour, and human-computer interfaces.
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