Acquisition of spatial knowledge through self-directed interaction with a virtual model of a multi-level building: Effects of training and individual differences
Acquisition of spatial knowledge through self-directed interaction with a virtual model of a multi-level building: Effects of training and individual differences
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DOI：
10.1016/j.chb.2016.06.047
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发表时间：
2016-11-01
影响因子：
9.9
通讯作者：
Zadeh, Mahsa Vali
中科院分区：
文献类型：
--
作者：
Muenzer, Stefan;Zadeh, Mahsa Vali
关于复杂空间结构的知识可以通过与虚拟模型的自主交互来获得。在本研究中，交互式控件使灵活的探索桌面虚拟多层建筑模型从allocentric的角度（提供缩放，旋转和选择的建筑水平），以及从自我中心的角度（提供虚拟运动）。研究对象为115名女性和56名男性，研究对象为115名男性和59名女性。包括四种训练条件：（1）无训练，（2）与具有基本探索任务的训练模型交互，（3）刺激空间信息组织的认知提示，（4）刺激计划和控制探索活动的认知和元认知提示。此外，空间能力，现实世界的空间策略和电脑游戏经验被认为是能力倾向。能力倾向变量解释了高达30%的空间学习的方差和介导的性别效应。训练解释了空间学习中高达10%的方差。与基本任务（条件2）的训练相比，提示（条件3，4）的合格训练并没有改善空间学习。培训大大削弱了能力的作用。(C)2016爱思唯尔有限公司版权所有
Knowledge about complex spatial structures can be acquired through self-directed interaction with virtual models. In the present study, interactive controls enabled flexible exploration of desktop virtual multi-level building models from an allocentric perspective (providing zoom, rotation, and selection of building levels) as well as from the egocentric perspective (providing virtual movement). Short-time training for deliberate exploration were investigated with respect to spatial knowledge acquisition (N = 115, 59 females and 56 males). Four training conditions were included: (1) no training, (2) interaction with a training model with a basic exploration task, (3) cognitive prompts stimulating organisation of spatial information, (4) cognitive and meta-cognitive prompts stimulating planning and controlling the exploration activity. In addition, spatial abilities, real-world spatial strategies and computer game experience were considered as aptitudes. Aptitude variables explained up to 30% of the variance in spatial learning and mediated an effect of sex. Training explained up to 10% of the variance in spatial learning. Qualified training with prompts (conditions 3, 4) did not improve spatial learning compared with training with the basic task (condition 2). Training strongly diminished the role of aptitudes. (C) 2016 Elsevier Ltd. All rights reserved.