Navigation in virtual environments using head-mounted displays: Allocentric vs. egocentric behaviors

Fabroyir, Hadziq; Teng, Wei-Chung

doi:10.1016/j.chb.2017.11.033

Cited by 34 publications

(14 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Different works have used VR to assess spatial memory in humans [21][22][23][24]. In the first VR applications for the assessment of spatial memory, the users were sitting in front of a computer screen without performing physical displacement.…”

Section: Assessment Of Spatial Memory Using Virtual and Augmented Realitymentioning

confidence: 99%

SLAM-based augmented reality for the assessment of short-term spatial memory. A comparative study of visual versus tactile stimuli

et al. 2021

View full text Add to dashboard Cite

The assessment of human spatial short-term memory has mainly been performed using visual stimuli and less frequently using auditory stimuli. This paper presents a framework for the development of SLAM-based Augmented Reality applications for the assessment of spatial memory. An AR mobile application was developed for this type of assessment involving visual and tactile stimuli by using our framework. The task to be carried out with the AR application is divided into two phases: 1) a learning phase, in which participants physically walk around a room and have to remember the location of simple geometrical shapes; and 2) an evaluation phase, in which the participants are asked to recall the location of the shapes. A study for comparing the performance outcomes using visual and tactile stimuli was carried out. Fifty-three participants performed the task using the two conditions (Tactile vs Visual), but with more than two months of difference (within-subject design). The number of shapes placed correctly was similar for both conditions. However, the group that used the tactile stimulus spent significantly more time completing the task and required significantly more attempts. The performance outcomes were independent of gender. Some significant correlations among variables related to the performance outcomes and other tests were found. The following significant correlations among variables related to the performance outcomes using visual stimuli and the participants’ subjective variables were also found: 1) the greater the number of correctly placed shapes, the greater the perceived competence; 2) the more attempts required, the less the perceived competence. We also found that perceived enjoyment was higher when a higher sense of presence was induced. Our results suggest that tactile stimuli are valid stimuli to exploit for the assessment of the ability to memorize spatial-tactile associations, but that the ability to memorize spatial-visual associations is dominant. Our results also show that gender does not affect these types of memory tasks.

show abstract

Section: Assessment Of Spatial Memory Using Virtual and Augmented Realitymentioning

confidence: 99%

SLAM-based augmented reality for the assessment of short-term spatial memory. A comparative study of visual versus tactile stimuli

et al. 2021

View full text Add to dashboard Cite

show abstract

“…88 However, self-report questionnaires frequently do not capture the nuance of navigational ability; therefore they could be followed up by more ecological testing, for example, using virtual or augmented reality. 11,37,[89][90][91][92] Thus, future research should investigate the relationship between preferred selfreported strategies for spatial orientation and spatial strategies used to perform particular types navigational tasks that require different spatial abilities (allocentric/egocentric).…”

Section: Discussionmentioning

confidence: 99%

<p>Wayfinding Strategy and Gender – Testing the Mediating Effects of Wayfinding Experience, Personality and Emotions</p>

Méndez-López

Fidalgo

Osma

et al. 2020

PRBM

View full text Add to dashboard Cite

Background: Individual differences have been seen to play a key role in spatial orientation. Gender implications have been previously described but little is known about how other variables, such as wayfinding anxiety, emotional difficulties and wayfinding experience can mediate this relationship. Methods: A group of 269 participants were involved in this study and completed questionnaires on their self-reported allocentric orientation strategy, wayfinding experience and satisfaction with the ability for wayfinding. Emotional outcomes were also investigated: spatial and trait anxiety, neuroticism, difficulties in emotion regulation, and personal safety. First, a principal component analysis was conducted and the studied variables were grouped into four components: outdoor wayfinding experience, wayfinding-related fear, emotional difficulties, and effective wayfinding skill. Afterwards, structural equation modelling was performed, using the MPLUS statistical program. Results: The results showed that gender constitutes a predictor for using an effective wayfinding skill and for feeling wayfinding-related fear. However, outdoor wayfinding experience, wayfinding-related fear and emotional difficulties did not mediate the relationship between effective wayfinding skill and gender. Conclusion: These results highlight the differential contribution of gender in the emotions that are experienced during spatial orientation and emotions that are related to other types of situations. The limitations, strengths and theoretical implications of the proposed model are discussed. Further investigation is needed in order to understand the role of emotions in spatial orientation.

show abstract

“…The current study aims to take one step further the potential of providing teachers a virtual practicing environment via using HMD VR systems. HMD are a significant component of VR due to their ability to occupy the entire field of view of users maximizing their sense of immersion and presence related to traditional approaches (Fabroyir and Teng, 2018). This means that the users are placed in a virtual environment that with the use of HMDs replaces their real surroundings in a very convincing way giving the impression that they are really "there" as the virtual space feels to be "real" (Ragan et al, 2010;Shu et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Assessing the emotional impact of virtual reality-based teacher training

Stavroulia

Christofi

Baka

et al. 2019

IJILT

View full text Add to dashboard Cite

The last few years Virtual Reality (VR) based approaches have emerged lately as a new education paradigm. This paper addresses the possibility to cultivate reflection and empathy skills using a VR based framework targeting to maximize the professional development of teachers. Reflection and empathy are considered to be skills of paramount importance for teachers and an integral part of their professional development. The current research aimed to investigate possible differences in cultivating reflection and empathy skills between participants who used a VR system and the control group who were trained in a real classroom without letting the participants see and use the VR system. The results indicate that the participants using the virtual classroom environment scored higher to the reflective and empathy items that the control group that tended to be more undecided. Moreover, the VR system gave the participants the opportunity to enter the students' virtual body and understand the different perspectives affecting at a higher level the reflection process than the control group.

show abstract

Navigation in virtual environments using head-mounted displays: Allocentric vs. egocentric behaviors

Cited by 34 publications

References 26 publications

SLAM-based augmented reality for the assessment of short-term spatial memory. A comparative study of visual versus tactile stimuli

SLAM-based augmented reality for the assessment of short-term spatial memory. A comparative study of visual versus tactile stimuli

<p>Wayfinding Strategy and Gender – Testing the Mediating Effects of Wayfinding Experience, Personality and Emotions</p>

Assessing the emotional impact of virtual reality-based teacher training

Contact Info

Product

Resources

About