Effects of Active Navigation on Object Recognition in Virtual Environments

Hahm, Jinsun; Lee, Kanghee; Lim, Seung-Lark; Kim, Sei-Young; Kim, Hyun-Taek; Lee, Jang-Han

doi:10.1089/cpb.2006.9952

Cited by 36 publications

(20 citation statements)

References 8 publications

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“…Beforehand, the users were expected to find it easier to manipulate the objects with the magnetic effects than in free space and the bounded box, but the participants of the study seemed less satisfied with the magnetic effect and the bounded box than with the free space. It is likely that this result arises from the users preferring to be active participants and preferring to be unconstrained in their actions, which is consistent with the findings from previous studies [7]. It was also expected that the time to identify an object using the magnetic effect and the bounded box would be longer.…”

Section: Discussion Of the Resultssupporting

confidence: 85%

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Haptic cues as a utility to perceive and recognise geometry

Shimomura

Hvannberg

Hafsteinsson

2012

Univ Access Inf Soc

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Research has been conducted on how to aid blind peoples' perceptions and cognition of scientific data and, specifically, on how to strengthen their background in mathematics as a means of accomplishing this goal. In search of alternate modes to vision, researchers and practitioners have studied the opportunities of haptics alone and in combination with other modes, such as audio. What is already known, and has motivated research in this area, is that touch and vision might form a common brain representation that is shared between the visual and haptic modalities and through haptics learning is active rather than passive. In spite of extensive research on haptics in the areas of psychology and neuropsychology, recent advances and rare experiences in using haptic technology have not caused a transfer from basic knowledge in the area of haptics to learning applications and practical guidelines on how to develop such applications. Thus motivated, this study investigates different haptic effects, such as free space, magnetic effects and the bounded box when blind people are given the task of recognising and manipulating classes of 3D objects with which they have varying familiarity. In parallel, this study investigates the applicability of Sjöström's guidelines on haptic applications development and uses his problem classification to capture knowledge from the experiments. The results of this study show that users can easily recognise and manipulate familiar objects, albeit with some assistance. There is an indication that users completed tasks faster and needed less assistance with magnetic effects. However, they were not as satisfied with this mode. While the results of this study show that haptics have the potential to allow students to conceptualise 3D objects, much more work is needed to exploit this technology to the fullest. Objects with higher complexity are difficult for students, and, in their opinion, the virtual objects (as presented) leave much room for improvement. Sjöström's error taxonomy proved useful, and four of five sub-guidelines tested were confirmed to be useful in this study.

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Section: Discussion Of the Resultssupporting

confidence: 85%

“…Another strong incentive for using haptics is that active learning is more effective than passive learning, i.e. the power of experiencing through touch is more powerful than simply watching [7]. A number of software tools have been developed to help students learn geometry [8].…”

Section: Introductionmentioning

confidence: 99%

Haptic cues as a utility to perceive and recognise geometry

Shimomura

Hvannberg

Hafsteinsson

2012

Univ Access Inf Soc

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“…For instance, within the spatial domain, a beneficial effect of active navigation has been reported in some studies (Brooks, Attree, Rose, Clifford, & Leadbetter, 1999;P eruch & Wilson, 2004;Wallet, Sauz eon, Rodrigues, & N'Kaoua, 2009;Wallet et al, 2011) but not in others (Gaunet, Vidal, Kemeny, & Berthoz, 2001;Wilson, 1999;Wilson, Foreman, Gillett, & Stanton, 1997). Similarly, some studies have reported increased performances for object memory under active navigation conditions (compared with passive conditions) (Hahm et al, 2007;von St€ ulpnagel & Steffens, 2012) but not others (Brooks et al, 1999). And recently, Sauz eon et al (2012) have reported the positive effects of active navigation depending on memory measures.…”

mentioning

confidence: 96%

Age and active navigation effects on episodic memory: A virtual reality study

Sauzéon

N’Kaoua

Pala

et al. 2015

British J of Psychology

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We investigated the navigation-related age effects on learning, proactive interference semantic clustering, recognition hits, and false recognitions in a naturalistic situation using a virtual apartment-based task. We also examined the neuropsychological correlates (executive functioning [EF] and episodic memory) of navigation-related age effects on memory. Younger and older adults either actively navigated or passively followed the computer-guided tour of an apartment. The results indicated that active navigation increased recognition hits compared with passive navigation, but it did not influence other memory measures (learning, proactive interference, and semantic clustering) to a similar extent in either age group. Furthermore, active navigation helped to reduce false recognitions in younger adults but increased those made by older adults. This differential effect of active navigation for younger and older adults was accounted for by EF score. Like for the subject-performed task effects, the effects from the navigation manipulation were well accounted for by item-specific/relational processing distinction, and they were also consistent with a source monitoring deficit in older adults.

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“…Spatial learning has been a prominent focus in IVE and computer display research, with visual immersion being a primary focus for many IVEs [2][3][4][5][6][7] . Research in to spatial learning has been prominently influenced by a model formulated by Siegel and White 8 , which identifies three components of spatial knowledge: landmark knowledge, which concerns key points in the environment, route knowledge, which concerns the transition between two or more locations in the environment and survey knowledge, which concerns abstracted knowledge of the overall layout of an environment, typically contained in the form of a map.…”

Section: Spatial Learning In Virtual Environmentsmentioning

confidence: 99%

Spatial Learning and Wayfinding in an Immersive Environment: The Digital Fulldome

Hedge

Weaver

Schnall

2017

Cyberpsychology, Behavior, and Social Networking

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Previous work has examined whether immersive technologies can benefit learning in virtual environments, but the potential benefits of technology in this context is confounded by individual differences such as spatial ability. We assessed spatial knowledge acquisition in male and female participants using a technology not previously examined empirically: the digital fulldome. Our primary aim was to examine whether performance on a test of survey knowledge was better in a fulldome (N=28, 12 male) relative to a large, flat screen display (N=27, 13 male). Regression analysis showed that, compared to a flat screen display, males showed higher levels of performance on a test of survey knowledge after learning in the fulldome, but no benefit occurred for females. Furthermore, performance correlated with spatial visualisation ability in male participants, but not in female participants. Thus, the digital fulldome is a potentially useful learning aid, capable of accommodating multiple users, but individual differences and use of strategy need to be considered. planetariums. This provides a seamless wrap-around display for large scale digital projection.A recent review outlined how the fulldome's unique features relate to the psychology and IVE literature 1 , and suggested avenues for research into their application. Three priorities were highlighted, the first two concern addressing whether an advantage is shown for fulldome environments over standard forms of presentation, and if so, for which tasks. The third priority concerns individual differences that may moderate learning in a fulldome environment. Here, we begin to address these with an empirical study examining whether the benefits found in other IVEs can also be observed for a spatial learning task, while taking into account gender and spatial ability. Spatial learning in virtual environmentsSpatial learning has been a prominent focus in IVE and computer display research, with visual immersion being a primary focus for many IVEs 2-7 . Research in to spatial learning has been prominently influenced by a model formulated by Siegel and White 8 , which identifies three components of spatial knowledge: landmark knowledge, which concerns key points in the environment, route knowledge, which concerns the transition between two or more locations in the environment and survey knowledge, which concerns abstracted knowledge of the overall layout of an environment, typically contained in the form of a map.It was originally suggested that these three components reflected the development of spatial knowledge, and that the individual begins by learning landmarks and their associations in a list-like manner, and, with experience, develop a richer, allocentric map of the environment. SPATIAL LEARNING IN A DIGITAL FULLDOME 4However, the time scale of this progression is unclear, and further work has shown that some individuals acquire survey knowledge with minimal exposure 9 .The utility of IVEs in spatial learning relies on identifying the ways in which features of the e...

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Effects of Active Navigation on Object Recognition in Virtual Environments

Cited by 36 publications

References 8 publications

Haptic cues as a utility to perceive and recognise geometry

Haptic cues as a utility to perceive and recognise geometry

Age and active navigation effects on episodic memory: A virtual reality study

Spatial Learning and Wayfinding in an Immersive Environment: The Digital Fulldome

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