• Something wrong with this record ?

How Much of What We Learn in Virtual Reality Transfers to Real-World Navigation

L. Hejtmanek, M. Starrett, E. Ferrer, AD. Ekstrom

. 2020 ; 33 (4-5) : 479-503. [pub] 20200317

Language English Country Netherlands

Document type Journal Article, Research Support, U.S. Gov't, Non-P.H.S.

Persistent link   https://www.medvik.cz/link/bmc22004887

Past studies suggest that learning a spatial environment by navigating on a desktop computer can lead to significant acquisition of spatial knowledge, although typically less than navigating in the real world. Exactly how this might differ when learning in immersive virtual interfaces that offer a rich set of multisensory cues remains to be fully explored. In this study, participants learned a campus building environment by navigating (1) the real-world version, (2) an immersive version involving an omnidirectional treadmill and head-mounted display, or (3) a version navigated on a desktop computer with a mouse and a keyboard. Participants first navigated the building in one of the three different interfaces and, afterward, navigated the real-world building to assess information transfer. To determine how well they learned the spatial layout, we measured path length, visitation errors, and pointing errors. Both virtual conditions resulted in significant learning and transfer to the real world, suggesting their efficacy in mimicking some aspects of real-world navigation. Overall, real-world navigation outperformed both immersive and desktop navigation, effects particularly pronounced early in learning. This was also suggested in a second experiment involving transfer from the real world to immersive virtual reality (VR). Analysis of effect sizes of going from virtual conditions to the real world suggested a slight advantage for immersive VR compared to desktop in terms of transfer, although at the cost of increased likelihood of dropout. Our findings suggest that virtual navigation results in significant learning, regardless of the interface, with immersive VR providing some advantage when transferring to the real world.

References provided by Crossref.org

000      
00000naa a2200000 a 4500
001      
bmc22004887
003      
CZ-PrNML
005      
20220127144846.0
007      
ta
008      
220113s2020 ne f 000 0|eng||
009      
AR
024    7_
$a 10.1163/22134808-20201445 $2 doi
035    __
$a (PubMed)31972540
040    __
$a ABA008 $b cze $d ABA008 $e AACR2
041    0_
$a eng
044    __
$a ne
100    1_
$a Hejtmanek, Lukas $u 1Third Faculty of Medicine, Charles University, Ruská 87, Prague 10, 100 00, Czech Republic $u 2Center for Neuroscience, University of California, Davis, 1 Shields Ave, Davis, CA 95618, USA
245    10
$a How Much of What We Learn in Virtual Reality Transfers to Real-World Navigation / $c L. Hejtmanek, M. Starrett, E. Ferrer, AD. Ekstrom
520    9_
$a Past studies suggest that learning a spatial environment by navigating on a desktop computer can lead to significant acquisition of spatial knowledge, although typically less than navigating in the real world. Exactly how this might differ when learning in immersive virtual interfaces that offer a rich set of multisensory cues remains to be fully explored. In this study, participants learned a campus building environment by navigating (1) the real-world version, (2) an immersive version involving an omnidirectional treadmill and head-mounted display, or (3) a version navigated on a desktop computer with a mouse and a keyboard. Participants first navigated the building in one of the three different interfaces and, afterward, navigated the real-world building to assess information transfer. To determine how well they learned the spatial layout, we measured path length, visitation errors, and pointing errors. Both virtual conditions resulted in significant learning and transfer to the real world, suggesting their efficacy in mimicking some aspects of real-world navigation. Overall, real-world navigation outperformed both immersive and desktop navigation, effects particularly pronounced early in learning. This was also suggested in a second experiment involving transfer from the real world to immersive virtual reality (VR). Analysis of effect sizes of going from virtual conditions to the real world suggested a slight advantage for immersive VR compared to desktop in terms of transfer, although at the cost of increased likelihood of dropout. Our findings suggest that virtual navigation results in significant learning, regardless of the interface, with immersive VR providing some advantage when transferring to the real world.
650    _2
$a dospělí $7 D000328
650    12
$a podněty $7 D003463
650    _2
$a ženské pohlaví $7 D005260
650    _2
$a lidé $7 D006801
650    12
$a znalosti $7 D019359
650    _2
$a učení $x fyziologie $7 D007858
650    _2
$a mužské pohlaví $7 D008297
650    12
$a virtuální realita $7 D000076142
650    _2
$a mladý dospělý $7 D055815
655    _2
$a časopisecké články $7 D016428
655    _2
$a Research Support, U.S. Gov't, Non-P.H.S. $7 D013486
700    1_
$a Starrett, Michael $u 2Center for Neuroscience, University of California, Davis, 1 Shields Ave, Davis, CA 95618, USA $u 3Department of Psychology, University of California, Davis, 1 Shields Ave, Davis, CA 95618, USA $u 4Department of Psychology, University of Arizona, 1503 E. University Blvd., Tucson, AZ 85719, USA
700    1_
$a Ferrer, Emilio $u 3Department of Psychology, University of California, Davis, 1 Shields Ave, Davis, CA 95618, USA
700    1_
$a Ekstrom, Arne D $u 2Center for Neuroscience, University of California, Davis, 1 Shields Ave, Davis, CA 95618, USA $u 3Department of Psychology, University of California, Davis, 1 Shields Ave, Davis, CA 95618, USA $u 4Department of Psychology, University of Arizona, 1503 E. University Blvd., Tucson, AZ 85719, USA
773    0_
$w MED00208710 $t Multisensory research $x 2213-4808 $g Roč. 33, č. 4-5 (2020), s. 479-503
856    41
$u https://pubmed.ncbi.nlm.nih.gov/31972540 $y Pubmed
910    __
$a ABA008 $b sig $c sign $y p $z 0
990    __
$a 20220113 $b ABA008
991    __
$a 20220127144842 $b ABA008
999    __
$a ok $b bmc $g 1752180 $s 1156036
BAS    __
$a 3
BAS    __
$a PreBMC
BMC    __
$a 2020 $b 33 $c 4-5 $d 479-503 $e 20200317 $i 2213-4808 $m Multisensory research $n Multisens Res $x MED00208710
LZP    __
$a Pubmed-20220113

Find record

Citation metrics

Archiving options