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Grégory Wallet, Hélène Sauzéon, Jérôme Rodrigues, and Bernard N’Kaoua, Transfer of spatial knowledge from a virtual environment to reality: Impact of route complexity and subject’s strategy on the exploration mode. JVRB - Journal of Virtual Reality and Broadcasting, 6(2009), no. 4. (urn:nbn:de:0009-6-17577)

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%0 Journal Article
%T Transfer of spatial knowledge from a virtual environment to reality: Impact of route complexity and subject’s strategy on the exploration mode
%A Wallet, Grégory
%A Sauzéon, Hélène
%A Rodrigues, Jérôme
%A N’Kaoua, Bernard
%J JVRB - Journal of Virtual Reality and Broadcasting
%D 2009
%V 6(2009)
%N 4
%@ 1860-2037
%F wallet2009
%X The use of virtual reality as tool in the area of spatialcognition raises the question of the quality oflearning transfer from a virtual to a real environment.It is first necessary to determine with healthysubjects, the cognitive aids that improve the qualityof transfer and the conditions required, especiallysince virtual reality can be used as effective tool incognitive rehabilitation. The purpose of this studywas to investigate the influence of the explorationmode of virtual environment (Passive vs. Active)according to Route complexity (Simple vs. Complex)on the quality of spatial knowledge transfer in threespatial tasks.Ninety subjects (45 men and 45 women)participated. Spatial learning was evaluated byWayfinding, sketch-mapping and pictureclassification tasks in the context of the Bordeauxdistrict. In the Wayfinding task, results indicated thatactive learning in a Virtual Environment (VE)increased the performances compared to the passivelearning condition, irrespective of the routecomplexity factor. In the Sketch-mapping task, activelearning in a VE helped the subjects to transfer theirspatial knowledge from the VE to reality, but onlywhen the route was complex. In the Pictureclassification task, active learning in a VE when theroute was complex did not help the subjects totransfer their spatial knowledge. These results areexplained in terms of knowledge levels andframe/strategy of reference [SW75, PL81, TH82].
%L 004
%K Exocentric/Egocentric referential/strategy
%K Exploration mode
%K Knowledge transfer
%K Route complexity
%K Spatial cognition
%K Virtual reality
%K Wayfinding
%R 10.20385/1860-2037/6.2009.4
%U http://nbn-resolving.de/urn:nbn:de:0009-6-17577
%U http://dx.doi.org/10.20385/1860-2037/6.2009.4
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@Article{wallet2009,
  author = 	"Wallet, Gr{\'e}gory
		and Sauz{\'e}on, H{\'e}l{\`e}ne
		and Rodrigues, J{\'e}r{\^o}me
		and N'Kaoua, Bernard",
  title = 	"Transfer of spatial knowledge from a virtual environment to reality: Impact of route complexity and subject's strategy on the exploration mode",
  journal = 	"JVRB - Journal of Virtual Reality and Broadcasting",
  year = 	"2009",
  volume = 	"6(2009)",
  number = 	"4",
  keywords = 	"Exocentric/Egocentric referential/strategy; Exploration mode; Knowledge transfer; Route complexity; Spatial cognition; Virtual reality; Wayfinding",
  abstract = 	"The use of virtual reality as tool in the area of spatialcognition raises the question of the quality oflearning transfer from a virtual to a real environment.It is first necessary to determine with healthysubjects, the cognitive aids that improve the qualityof transfer and the conditions required, especiallysince virtual reality can be used as effective tool incognitive rehabilitation. The purpose of this studywas to investigate the influence of the explorationmode of virtual environment (Passive vs. Active)according to Route complexity (Simple vs. Complex)on the quality of spatial knowledge transfer in threespatial tasks.Ninety subjects (45 men and 45 women)participated. Spatial learning was evaluated byWayfinding, sketch-mapping and pictureclassification tasks in the context of the Bordeauxdistrict. In the Wayfinding task, results indicated thatactive learning in a Virtual Environment (VE)increased the performances compared to the passivelearning condition, irrespective of the routecomplexity factor. In the Sketch-mapping task, activelearning in a VE helped the subjects to transfer theirspatial knowledge from the VE to reality, but onlywhen the route was complex. In the Pictureclassification task, active learning in a VE when theroute was complex did not help the subjects totransfer their spatial knowledge. These results areexplained in terms of knowledge levels andframe/strategy of reference [SW75, PL81, TH82].",
  issn = 	"1860-2037",
  doi = 	"10.20385/1860-2037/6.2009.4",
  url = 	"http://nbn-resolving.de/urn:nbn:de:0009-6-17577"
}
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RIS

TY  - JOUR
AU  - Wallet, Grégory
AU  - Sauzéon, Hélène
AU  - Rodrigues, Jérôme
AU  - N’Kaoua, Bernard
PY  - 2009
DA  - 2009//
TI  - Transfer of spatial knowledge from a virtual environment to reality: Impact of route complexity and subject’s strategy on the exploration mode
JO  - JVRB - Journal of Virtual Reality and Broadcasting
VL  - 6(2009)
IS  - 4
KW  - Exocentric/Egocentric referential/strategy
KW  - Exploration mode
KW  - Knowledge transfer
KW  - Route complexity
KW  - Spatial cognition
KW  - Virtual reality
KW  - Wayfinding
AB  - The use of virtual reality as tool in the area of spatialcognition raises the question of the quality oflearning transfer from a virtual to a real environment.It is first necessary to determine with healthysubjects, the cognitive aids that improve the qualityof transfer and the conditions required, especiallysince virtual reality can be used as effective tool incognitive rehabilitation. The purpose of this studywas to investigate the influence of the explorationmode of virtual environment (Passive vs. Active)according to Route complexity (Simple vs. Complex)on the quality of spatial knowledge transfer in threespatial tasks.Ninety subjects (45 men and 45 women)participated. Spatial learning was evaluated byWayfinding, sketch-mapping and pictureclassification tasks in the context of the Bordeauxdistrict. In the Wayfinding task, results indicated thatactive learning in a Virtual Environment (VE)increased the performances compared to the passivelearning condition, irrespective of the routecomplexity factor. In the Sketch-mapping task, activelearning in a VE helped the subjects to transfer theirspatial knowledge from the VE to reality, but onlywhen the route was complex. In the Pictureclassification task, active learning in a VE when theroute was complex did not help the subjects totransfer their spatial knowledge. These results areexplained in terms of knowledge levels andframe/strategy of reference [SW75, PL81, TH82].
SN  - 1860-2037
UR  - http://nbn-resolving.de/urn:nbn:de:0009-6-17577
DO  - 10.20385/1860-2037/6.2009.4
ID  - wallet2009
ER  -
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Wordbib

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ISI

PT Journal
AU Wallet, G
   Sauzéon, H
   Rodrigues, J
   N’Kaoua, B
TI Transfer of spatial knowledge from a virtual environment to reality: Impact of route complexity and subject’s strategy on the exploration mode
SO JVRB - Journal of Virtual Reality and Broadcasting
PY 2009
VL 6(2009)
IS 4
DI 10.20385/1860-2037/6.2009.4
DE Exocentric/Egocentric referential/strategy; Exploration mode; Knowledge transfer; Route complexity; Spatial cognition; Virtual reality; Wayfinding
AB The use of virtual reality as tool in the area of spatialcognition raises the question of the quality oflearning transfer from a virtual to a real environment.It is first necessary to determine with healthysubjects, the cognitive aids that improve the qualityof transfer and the conditions required, especiallysince virtual reality can be used as effective tool incognitive rehabilitation. The purpose of this studywas to investigate the influence of the explorationmode of virtual environment (Passive vs. Active)according to Route complexity (Simple vs. Complex)on the quality of spatial knowledge transfer in threespatial tasks.Ninety subjects (45 men and 45 women)participated. Spatial learning was evaluated byWayfinding, sketch-mapping and pictureclassification tasks in the context of the Bordeauxdistrict. In the Wayfinding task, results indicated thatactive learning in a Virtual Environment (VE)increased the performances compared to the passivelearning condition, irrespective of the routecomplexity factor. In the Sketch-mapping task, activelearning in a VE helped the subjects to transfer theirspatial knowledge from the VE to reality, but onlywhen the route was complex. In the Pictureclassification task, active learning in a VE when theroute was complex did not help the subjects totransfer their spatial knowledge. These results areexplained in terms of knowledge levels andframe/strategy of reference [SW75, PL81, TH82].
ER
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  <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
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Full Metadata

Bibliographic Citation JVRB, 6(2009), no. 4.
Title

Transfer of spatial knowledge from a virtual environment to reality: Impact of route complexity and subject’s strategy on the exploration mode (eng)
Author Grégory Wallet, Hélène Sauzéon, Jérôme Rodrigues, Bernard N’Kaoua
Language eng
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 [SW75, PL81, TH82].
Subject Exocentric/Egocentric referential/strategy, Exploration mode, Knowledge transfer, Route complexity, Spatial cognition, Virtual reality, Wayfinding
Classified Subjects
swd
  • 4399931-1, Virtual reality
  • 4233933-9, Route
  • 4311916-5, Spatial knowledge
  • 4031370-0, Know-how-transfer
DDC 004
Rights DPPL
URN: urn:nbn:de:0009-6-17577
DOI https://doi.org/10.20385/1860-2037/6.2009.4