The influence of interactivity and attention on spatial learning in a desk-top virtual environment.

The results suggest that the effects of computer interactivity are unreliable, and that attention is a crucial factor in spatial learning.

Abstract

In Experiment 1, participants either actively explored a virtual environment (VE), or passively observed an active participant's exploration, noting the location of four targets. All participants also watched a prerecorded tour of a similar VE. Subsequent orientation and wayfinding measures found more accurate judgements for passive observers than active explorers, with little difference between these conditions and the prerecorded tour condition. In Experiment 2, a within-participant comparison found no differences between active and passive conditions. In Experiment 3, pairs of active and passive participants were instructed either to remember the spatial layout of a VE, or to memorise 24 target objects within the VE. Instructions to attend to the objects resulted in greater object recognition scores, and instructions to attend to the spatial layout resulted in better free-hand drawn maps. The results suggest that the effects of computer interactivity are unreliable, and that attention is a crucial factor in spatial learning.