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.
- MeSH
- dospělí MeSH
- lidé MeSH
- mladý dospělý MeSH
- podněty * MeSH
- učení fyziologie MeSH
- virtuální realita * MeSH
- znalosti * MeSH
- Check Tag
- dospělí MeSH
- lidé MeSH
- mladý dospělý MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
- Research Support, U.S. Gov't, Non-P.H.S. MeSH
Virtuální realita poskytuje kontrolované a imerzivní prostředí a nabízí tak možnost vytvářet ekologicky validní stimuly v prostředí s vysokou mírou prezence. V psychologických vědách se používá od počátku 90. let a v psychiatrii se objevuje jako nástroj léčby fobií těsně poté. Od té doby zažila virtuální realita značný technologický pokrok a vzhledem k současné finanční dostupnosti se ukazuje jako užitečný nástroj doplňující zaběhnuté terapeutické procesy. V rámci psychiatrie je používaná jako nástroj výzkumný, diagnostický a léčebný. Psychiatrům nabízí prostředí, ve kterém lze u pacientů objektivně testovat míru symptomů či bezpečně simulovat stresové situace. Článek prezentuje přínosy a problémy, které s sebou nasazení virtuální reality v psychiatrii přináší, a podává i nástin potencionálního využití v budoucnosti.
Virtual reality is a tool providing controlled and immersive environment and therefore allows us to simulate ecologically valid stimuli in an environment with a high level of presence. As such, virtual reality has been used in psychological sciences since the early 90s, with its application in psychiatry in phobia treatment coming soon after. Since then, virtual reality received significant technological improve-ments and thanks to its cost reduction it promises to become a useful tool supporting current therapeutic practices. In psychiatry, virtual reality is used as a research, diagnostic and therapeutic tool. It offers psychiatrists to simulate environments for objective assessment of patient’s symptoms and safe simulations of stressful situations. This review presents the benefits and drawbacks of implementing virtual reality in psychiatry and offers a preview of the field’s future.
