Acquisition of spatial knowledge through self-directed interaction with a virtual model of a multi-level building: Effects of training and individual differences. (November 2016)

• Record Type: Journal Article
• Authors: Münzer, Stefan; Zadeh, Mahsa Vali
• Is Part Of: Computers in human behavior. Volume 64(2016)
• Page Start: 191
• Page End: 205
• Publication Date: 2016-11
• Subjects: Virtual spatial models -- Spatial learning -- Visualization -- Interactive controls -- Spatial ability -- Training; Interactive computer systems -- Periodicals; Man-machine systems -- Periodicals; 004.019
• DOI: 10.1016/j.chb.2016.06.047
• Languages: English
• ISSNs: 0747-5632

Abstract

Abstract: Knowledge about complex spatial structures can be acquired through self-directed interaction with virtual models. In the present study, interactive controls enabled flexible exploration of desktop virtual multi-level building models from an allocentric perspective (providing zoom, rotation, and selection of building levels) as well as from the egocentric perspective (providing virtual movement). Short-time training for deliberate exploration were investigated with respect to spatial knowledge acquisition ( N = 115, 59 females and 56 males). Four training conditions were included: (1) no training, (2) interaction with a training model with a basic exploration task, (3) cognitive prompts stimulating organisation of spatial information, (4) cognitive and meta-cognitive prompts stimulating planning and controlling the exploration activity. In addition, spatial abilities, real-world spatial strategies and computer game experience were considered as aptitudes. Aptitude variables explained up to 30% of the variance in spatial learning and mediated an effect of sex. Training explained up to 10% of the variance in spatial learning. Qualified training with prompts (conditions 3, 4) did not improve spatial learning compared with training with the basic task (condition 2). Training strongly diminished the role of aptitudes. Highlights: Interactive controls enabled self-directed spatial learning with a complex virtual model. Egocentric (virtual movement) and allocentric (rotation, zoom) perspectives were addressed. Apitudes (e.g., perspective taking, spatial strategies) explained up to 30% of the variance. Short-term training explained up to 10% of the variance in addition. Training strongly diminished the role of aptitudes in spatial learning.