Navigating in Virtual Environments: Does a Map or a Map-Based Description Presented Beforehand Help?

Chiara Meneghetti,Francesca Pazzaglia

doi:10.3390/brainsci11060773

Abstract

Background. One of the aims of research in spatial cognition is to examine the factors capable of optimizing environment learning from navigation, which can be examined using a virtual environment (VE). Different learning conditions can play an important part. Aim. This study examined the benefits of presenting configured information (layout with elements arranged in it) using a map or verbal description before a learner navigates in a new environment. Method. Ninety participants were assigned to three learning groups of 30 individuals (15 males and 15 females). Before participants navigated in a VE, one group was shown a map of the environment (“map before navigation”), a second group read a map-like description of the environment (“description before navigation”), and a third group started navigating without any prior input (“only navigation”). Participants then learned a path in a VE (presented as if they were driving a car). Their recall was subsequently tested using three types of task: (i) route retracing; (ii) pointing; (iii) path drawing. Several measures were administered to assess participants’ individual visuospatial and verbal factors. Results. There were no differences between the three groups in route retracing. The “map before navigation” group performed better than the “only navigation” group in both the pointing and the path drawing tasks, however, and also outperformed the “description before navigation” group in the path drawing task. Some relations emerged between participants’ individual difference factors and their recall performance. Conclusions. In learning from navigation, seeing a map beforehand benefits learning accuracy. Recall performance is also supported, at least in part, by individual visuospatial and verbal factors.

Highlights

The results showed that learning about the environment from either a map or navigation led to a better pointing performance when the imaginary view in the pointing task was aligned with the orientation of the map or the path navigated, respectively
The results showed that being presented with both types of input at the same time was associated with a greater accuracy in a navigation task, supporting the multimedia theory that having access to multiple media is beneficial [25,26]
These results indicate that, while advance knowledge did not benefit performance in a task similar to the one experienced in the learning phase, it did help in tasks that involved managing the newly acquired environmental knowledge to adopt a different imaginary view or draw the path travelled in a map-like view

Summary

Introduction

Studies on navigation can benefit from using virtual environments (VE), which can serve as a good approximation of the real world [4] when exploring mechanisms and strategies underlying navigation, and the properties of the resulting mental representations. They offer several advantages, such as an effective control over the visual content, and an easy and accurate collection of behavioral data [5,6]. Participants learned a path in a VE (presented as if they were driving a car) Their recall was subsequently tested using three types of task: (i) route retracing; (ii) pointing; (iii) path drawing. Recall performance is supported, at least in part, by individual visuospatial and verbal factors

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Methods

Results

Conclusion