Bibtex 6(2009)4
Transfer of spatial knowledge from a virtual environment to reality:
Impact of route complexity and subject's strategy on the exploration mode
@article{WSRN09,
author="Gr\'{e}gory Wallet and H\'{e}l\`{e}ne Sauz\'{e}on and J\'{e}r\^{o}me Rodrigues and Bernard N'Kaoua",
title="Transfer of spatial knowledge from a virtual environment to reality: Impact of route complexity and subject's strategy on the exploration mode",
journal="Journal of Virtual Reality and Broadcasting",
editor = "Jens Herder and Simon Richir and Indira Thouvenin",
series = "VRIC 2008 (Laval Virtual) Special Issue",
year="2009",
volume="6",
number="4",
month=feb,
note="{\tt urn:nbn:de:0009-6-17577,}, ISSN 1860-2037",
abstract = "The use of virtual reality as tool in the area of spatial
cognition raises the question of the quality of learning
transfer from a virtual to a real environment. It is
first necessary to determine with healthy subjects, the
cognitive aids that improve the quality of transfer and
the conditions required, especially since virtual reality
can be used as effective tool in cognitive rehabilitation.
The purpose of this study was to investigate the influence
of the exploration mode of virtual environment
(Passive vs. Active) according to Route complexity
(Simple vs. Complex) on the quality of spatial knowledge
transfer in three spatial tasks.
Ninety subjects (45 men and 45 women) participated.
Spatial learning was evaluated by Wayfinding,
sketch-mapping and picture classification tasks in the
context of the Bordeaux district. In the Wayfinding
task, results indicated that active learning in a Virtual
Environment (VE) increased the performances compared
to the passive learning condition, irrespective of
the route complexity factor. In the Sketch-mapping
task, active learning in a VE helped the subjects to
transfer their spatial knowledge from the VE to reality,
but only when the route was complex. In the Picture
classification task, active learning in a VE when the
route was complex did not help the subjects to transfer
their spatial knowledge. These results are explained in
terms of knowledge levels and frame/strategy of reference."
}
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