Acquisition of spatial knowledge through self-directed interaction with a virtual model of a multi-level building: Effects of training and individual differences


Münzer, Stefan ; Vali Zadeh, Mahsa



DOI: https://doi.org/10.1016/j.chb.2016.06.047
URL: https://www.sciencedirect.com/science/article/pii/...
Additional URL: https://www.researchgate.net/publication/305828667...
Document Type: Article
Year of publication: 2016
The title of a journal, publication series: Computers in Human Behavior
Volume: 64
Page range: 191-205
Place of publication: Amsterdam [u.a.]
Publishing house: Elsevier Science
ISSN: 0747-5632
Publication language: English
Institution: School of Social Sciences > Bildungspsychologie (Münzer 2012-)
Subject: 150 Psychology
Keywords (English): Virtual spatial models , Spatial learning , Visualization , Interactive controls , Spatial ability , Training
Abstract: 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 ¼ 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.

Dieser Eintrag ist Teil der Universitätsbibliographie.




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Münzer, Stefan ; Vali Zadeh, Mahsa (2016) Acquisition of spatial knowledge through self-directed interaction with a virtual model of a multi-level building: Effects of training and individual differences. Computers in Human Behavior Amsterdam [u.a.] 64 191-205 [Article]


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