Influence of body-centered information on the transfer of spatial learning from a virtual to a real environment
Influence of body-centered information on the transfer of spatial learning from a virtual to a real environment
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以身体为中心的信息对空间学习从虚拟环境到真实环境迁移的影响
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
B. N'Kaoua
中科院分区：
文献类型：
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作者：
Florian Larrue;H. Sauzéon;Grégory Wallet;D. Foloppe;J. Cazalets;Christian Gross;B. N'Kaoua
本研究使用寻路任务和专门探测导航路线和调查策略的任务，研究了以身体为中心的信息对空间学习迁移的影响。受试者在真实或虚拟环境（VE；波尔多社区的 3D 比例模型）中学习一条路线，然后在真实环境中重现它。基于身体的信息的参与是在 VE 的空间学习条件下进行操纵的：参与者使用完整的基于身体的信息（带旋转的跑步机）、仅使用平移组件（不带旋转的跑步机）或不使用基于身体的信息（操纵杆）进行学习。在寻路任务中，结果显示学习环境效果显着，在真实和旋转条件下的跑步机中获得了最好的成绩。这两种条件没有显着差异，但真实情况与跑步机没有旋转和操纵杆条件有显着差异。此外，只要操纵杆和跑步机条件之间没有显着差异，视觉流足以成功执行所使用的两个以自我为中心的任务以及方向估计任务（调查任务）。相比之下，包括平移分量（但不包括旋转分量）的跑步机条件改善了距离估计。最后，我们的结果表明，带旋转的跑步机促进了空间学习从虚拟环境到真实环境的转移（与操纵杆和不带旋转的跑步机相比）。此外，以身体为中心的信息更多地涉及非中心（距离估计）而不是自我中心的导航策略。
This study investigated the effects of body-centred information on the transfer of spatial learning using a wayfinding task and tasks that specifically probe the route and survey strategies of navigation. The subject learned a route in either a real or a virtual environment (VE; 3D scale model of a Bordeaux neighbourhood) and then reproduced it in the real environment. The involvement of body-based information was manipulated across the spatial learning conditions in the VE: participants learned with full body-based information (treadmill with rotation), with the translational component only (treadmill without rotation) or without body-based information (joystick). In the wayfinding task, the results showed a significant effect of the learning environment with the best scores obtained in the real and treadmill with rotation conditions. There was no significant difference between these two conditions, but the real condition was significantly different from the treadmill without rotation and joystick conditions. Also, the visual flow was sufficient to successfully perform the two egocentric tasks used as well as a direction estimation task (a survey task), in so far as there is no significant difference between the joystick and the treadmill conditions. By contrast, the distance estimates were improved by the treadmill condition including the translational component (but not the rotational component). Finally, our results show that treadmill with rotation promotes the transfer of spatial learning from a virtual to a real environment (compared to joystick and treadmill without rotation). Moreover, body-centred informations are more involved in allocentric (distance estimates) than egocentric navigational strategies.