Gender differences in spatial knowledge acquired through simulated exploration of a virtual shopping centre

Tlauka, Michael; Brolese, Andrew; Pomeroy, Diane; Hobbs, Wayne

doi:10.1016/j.jenvp.2004.12.002

Cited by 77 publications

(57 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The children were familiar with such devices from home computer use, and thus the purpose of training here was to familiarise them with the device in the context of VE navigation. Our pilot studies had shown that this occurs after about 5 minutes of practice, and Tlauka, Brolese, Pomeroy and Hobbs (2005) found that a period of 4-4.5 minutes was typically required for participants to become familiar with keyboard-based navigation of a VE. We hypothesised that providing this training would reduce the cognitive load on participants in the active condition who should therefore show improved performance, rising to the same, or a better, level of performance than participants in the passive condition.…”

Section: Introductionmentioning

confidence: 90%

Interface Familiarity Restores Active Advantage in a Virtual Exploration and Reconstruction Task in Children

Sandamas¹,

Foreman²,

Coulson³

2009

Spatial Cognition & Computation

View full text Add to dashboard Cite

Active exploration is better than passive observation of spatial displacements in real environments, for the acquisition of relational spatial information by children.However, a previous study using a virtual environment (VE) showed that children in a passive observation condition performed better than actives. The active children were unpractised in using the input device, which may have detracted from any active advantage, since input device operation may be regarded as a concurrent task, increasing cognitive load and spatial working memory demands.To investigate this hypothesis, 7-8 year-old children in the present study were given 5 minutes of training with the joystick input device. When compared with passive participants for spatial learning, by having them reconstruct in reality the environment explored virtually, active participants gave a better performance than passives, placing objects significantly more accurately. The importance of interface training when using VEs for assessment and training was discussed.Running header: interface familiarity and virtual spatial learning

show abstract

Section: Introductionmentioning

confidence: 90%

Interface Familiarity Restores Active Advantage in a Virtual Exploration and Reconstruction Task in Children

Sandamas¹,

Foreman²,

Coulson³

2009

Spatial Cognition & Computation

View full text Add to dashboard Cite

show abstract

“…When maps are used in wayfinding, inconsistent gender differences have been reported. While some studies found that males are more accurate in map-assisted wayfinding (e.g., [16,17]) and map reading skills (e.g., [18][19][20][21]), other studies reported no differences between males and females (e.g., [19,20,22]). For example, Montello, Lovelace, Golledge and Self [22] found that males had a significantly higher accuracy than females in distance estimation but only when using knowledge acquired from traveling the real environment rather than when using map-derived knowledge.…”

Section: Gender Differences In Wayfindingmentioning

confidence: 99%

An Exploratory Study Investigating Gender Effects on Using 3D Maps for Spatial Orientation in Wayfinding

Liao

Dong

2017

IJGI

View full text Add to dashboard Cite

3D representations in applications that provide self-localization and orientation in wayfinding have become increasingly popular in recent years because of technical advances in the field. However, human factors have been largely ignored while designing 3D representations in support of pedestrian navigation. This exploratory study aims to explore gender effects on using 3D maps for spatial orientation. We designed a 3D map that combines salient 3D landmarks and 2D layouts, and evaluated gender differences in their performance during direction-pointing tasks by administrating an eye tracking experiment. The results indicate there was no significant overall gender difference on performance and visual attention. However, we observed that males using the 3D map paid more attention to landmarks in the environment and performed better than when using the conventional 2D map, whereas female performance did not show any significant difference between the two types of map usage. We also observed contrary gender differences in visual attention on landmarks between the 3D and 2D maps. While males fixated longer on landmarks than females when using the 3D map, females paid more visual attention to landmarks than males when using the 2D map. In addition, verbal protocols showed that males had more confidence while make decisions. These empirical results can be helpful in the design of map-based wayfinding enhancement tools.

show abstract

“…Some of these studies have found no gender differences in given tasks, 13 whereas others have favored men in activities such as mental rotation. 14,15 In addition to these, a few studies have tested gender difference in VW activities. Results indicated that women were more likely to use the Internet for interpersonal communication, and in parallel to that, the VW activities of women include firmer and more widespread social relationships.…”

Section: Gender Differences In Vw and Rw Activitiesmentioning

confidence: 99%

Interrelations Between Virtual-World and Real-World Activities: Comparison of Genders, Age Groups, and Pathological and Nonpathological Internet Users

Bayraktar

Amca

2012

Cyberpsychology, Behavior, and Social Networking

View full text Add to dashboard Cite

After the Internet Revolution, people have started to spend most of their everyday time online carrying out virtual activities. A limited number of studies tried to answer whether virtual activities match our real-world (RW) activities. Moreover, to our knowledge, there was no study that dealt with these interrelations between virtual and RW activities among the pathological and nonpathological users of the Internet (i.e. PIUs and NPIUs). The primary aim of this study was to fill this gap and to investigate the correlations between virtualworld (VW) and RW activities among PIUs and NPIUs. The secondary aim was to examine the perceptions of the Internet and motivations to go online for PIUs and NPIUs. The third aim was to compare virtual and RW activities across gender and age groups. The results indicated that correlations between most of the activities in RW and VW were high among men and women, among age groups, and also among PIUs and NPUs. However, beyond these similarities, perceptions of the Internet and motivations to browse into VW were differed among PIUs and NPIUs. In other words, PIUs, but not NPIUs, perceived VW activities more gratified and had motivations to go online for gratified functions.

show abstract

Gender differences in spatial knowledge acquired through simulated exploration of a virtual shopping centre

Cited by 77 publications

References 22 publications

Interface Familiarity Restores Active Advantage in a Virtual Exploration and Reconstruction Task in Children

Interface Familiarity Restores Active Advantage in a Virtual Exploration and Reconstruction Task in Children

An Exploratory Study Investigating Gender Effects on Using 3D Maps for Spatial Orientation in Wayfinding

Interrelations Between Virtual-World and Real-World Activities: Comparison of Genders, Age Groups, and Pathological and Nonpathological Internet Users

Contact Info

Product

Resources

About