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In the past people have used very different forms of directions depending on how those directions were acquired. If a person is giving another person directions in a familiar area, he will frequently use landmarks to describe the route [10]. If the person gets the route from a personal navigation system though, it will be displayed on a map and make use of street names for the directions.

This paper describes a technique, called V-Mirroring, for integrating videos taken from different cameras with different viewpoints of the same scene. The term V-Mirroring stems from the use of virtual mirrors in order to composite videos together. These mirrors are placed in the scene, near to the locations of the cameras. Thereafter, for any given camera, its corresponding video is overlaid with the remaining videos in the locations of the virtual mirrors closest to their respective cameras. Thus, the objects in the scene that are imaged by more than one camera, can then be viewed from multiple viewpoints in a single video. Previous approaches for compositing images or videos, such as panorama mosaicing, require that the input videos' image planes lie on the same, or approximately the same 2D plane, thereby losing the 3D feeling of the environment. In this work, videos can be taken from very different viewpoints and still be combined into a single video containing the differing videos.

The visuospatial learning of a map on cellphone displays was examined. The spatial knowledge of human participants was assessed after they had learned the relative positions of London Underground stations on a map via passive, marginally active, or active exploration. Following learning, the participants were required to answer questions in relation to the spatial representation and distribution of the stations on the map. Performances were compared between conditions involving (1) without auditory cues versus continuous auditory cues; (2) without auditory cues versus noncontinuous auditory cues; and (3) continuous auditory cues versus noncontinuous auditory cues. Results showed that the participants perfomed better following active and marginally-active explorations, as compared to purely passive learning. These results also suggest that under specific conditions (i.e., continuous sound with extremely fast tempo) there is no benefit to spatial abilities from active exploration over passive observation; while continuous sound with moderate to fast tempo is effective for simple actions (i.e., key press).