Review visual attention and spatial memory in building inspection: Toward a cognition-driven information system
Review visual attention and spatial memory in building inspection: Toward a cognition-driven information system
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回顾建筑检查中的视觉注意力和空间记忆：走向认知驱动的信息系统
DOI：
10.1016/j.aei.2020.101061
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发表时间：
2020
影响因子：
8.8
通讯作者：
Ragan, Eric
中科院分区：
文献类型：
--
作者：
Shi, Yangming;Du, Jing;Ragan, Eric
随着现代建筑的日益复杂，对于建筑、工程和建筑（AEC）行业的专业人士来说，有效地消化复杂的工程和设计信息，并开发对他们日常任务至关重要的准确空间记忆，变得越来越具有挑战性。随着虚拟现实等新兴的可视化技术被认为是一种很有前途的解决方案，迫切需要了解不同信息可视化方法影响AEC任务性能的机制。认知学文献已经发现了注意与记忆发展之间的密切关系，但很少有人了解设计文件审查过程中的视觉注意模式如何影响AEC任务中空间记忆的有效性。为了填补这一空白，本文提出了一项人体实验（n = 63）来测试空间知识是如何在建筑检查任务中获得的，以及不同的视觉注意模式如何影响空间记忆的发展。参与者被要求回顾校园里一座真实建筑的设计信息。为了激发不同的注意力模式，他们被随机分配到三个小组中，根据在回顾环节中给出的信息形式，包括2D， 3D和VR组。在一个简短的回顾会议之后，参与者被要求去真实的建筑去识别作者故意插入的差异（基于记忆）。以检查成绩评价空间记忆的发展。结果表明，被试的视觉注意（注视时间）与空间记忆总体上呈正相关，但三组间的增长速度不同，表明视觉环境对空间记忆的发展效率起着关键作用。研究结果还表明，视觉注意-空间记忆关系可能受到不同空间知识获取策略的影响。本研究可望为建构资讯科技文献提供基础，以建构符合AEC专业人员空间认知过程的认知驱动资讯系统。
With the increasing complexity of modern buildings, it is becoming more challenging for the professionals in the Architecture, Engineering, and Construction (AEC) industry to effectively digest complex engineering and design information and develop an accurate spatial memory that is critical to their daily tasks. As emerging visualization technologies, such as Virtual Reality, are considered as a promising solution, there is a pressing need to understand the mechanism by which different information visualization methods affect AEC task performance. Cognition literature has discovered a strong relationship between attention and memory development, but little has been done to understand how the visual attention patterns during the design documents review affect the effectiveness of spatial memory in AEC tasks. To fill the knowledge gap, this paper presents a human-subject experiment (n = 63) to test how spatial knowledge is acquired in a building inspection task and how the different visual attention patterns affect the development of spatial memory. Participants were asked to review the design information of a real building on campus. To trigger different attention patterns, they were randomly assigned to one of the three groups based on the forms of information given in the review session, including 2D, 3D, and VR groups. After a brief review session, participants were asked to go to the real building to identify discrepancies (based on memory) that were intentionally inserted by the authors. The inspection performance was used to evaluate the spatial memory development. The results indicate that in general there is a positive relationship between test subjects’ visual attention (fixation time) and spatial memory, but the increasing rate varies across the three groups, suggesting that visual context plays a critical role in the development efficiency of spatial memory. The findings also indicate that the visual attention – spatial memory relationship may be mediated by the use of different spatial knowledge acquisition strategies. This study is expected to contribute to the construction information technology literature by setting the cornerstone of a cognition-driven information system that tailors into the spatial cognitive process of AEC professionals.
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