Route repetition and route retracing: effects of cognitive aging

Retracing a recently traveled route is a frequent navigation task when learning novel routes or exploring unfamiliar environments. In the present study we utilized virtual environments technology to investigate age-related differences in repeating and retracing a learned route. In the training phase of the experiment participants were guided along a route consisting of multiple intersections each featuring one unique landmark. In the subsequent test phase, they were guided along short sections of the route and asked to indicate overall travel direction (repetition or retracing), the direction required to continue along the route, and the next landmark they would encounter. Results demonstrate age-related deficits in all three tasks. More specifically, in contrast to younger participants, the older participants had greater problems during route retracing than during route repetition. While route repetition can be solved with egocentric response or route strategies, successfully retracing a route requires allocentric processing. The age-related deficits in route retracing are discussed in the context of impaired allocentric processing and shift from allocentric to egocentric navigation strategies as a consequence of age-related hippocampal degeneration. - See more at: http://journal.frontiersin.org/Journal/10.3389/fnagi.2012.00007/abstract#sthash.xK4Htsfy.dpu

Virtual reality in neurologic rehabilitation of spatial disorientation

BACKGROUND: Topographical disorientation (TD) is a severe and persistent impairment of spatial orientation and navigation in familiar as well as new environments and a common consequence of brain damage. Virtual reality (VR) provides a new tool for the assessment and rehabilitation of TD. In VR training programs different degrees of active motor control over navigation may be implemented (i.e. more passive spatial navigation vs. more active). Increasing demands of active motor control may overload those visuo-spatial resources necessary for learning spatial orientation and navigation. In the present study we used a VR-based verbally-guided passive navigation training program to improve general spatial abilities in neurologic patients with spatial disorientation. METHODS: Eleven neurologic patients with focal brain lesions, which showed deficits in spatial orientation, as well as 11 neurologic healthy controls performed a route finding training in a virtual environment. Participants learned and recalled different routes for navigation in a virtual city over five training sessions. Before and after VR training, general spatial abilities were assessed with standardized neuropsychological tests. RESULTS: Route finding ability in the VR task increased over the five training sessions. Moreover, both groups improved different aspects of spatial abilities after VR training in comparison to the spatial performance before VR training. CONCLUSIONS: Verbally-guided passive navigation training in VR enhances general spatial cognition in neurologic patients with spatial disorientation as well as in healthy controls and can therefore be useful in the rehabilitation of spatial deficits associated with TD

A new navigation paradigm for virtual reality: the guided visit through a virtual world

The three main navigation paradigms for virtual worlds, i.e., free navigation, automatic tours, and multiuser navigation show important limitations when dealing with guided visits that involve interactive cooperation among several users in 3D virtual worlds over the Internet. In this paper, we present our research into this issue and some important results. We propose a new navigation paradigm denominated guided visit through a virtual world, where the capacity of a user guiding several remote users through the virtual world is enriched with the capacity to dynamically interchange the role of guiding between the connected users. The user that acts as a guide moves freely through the virtual world, and his/her movements are reproduced by the browsers of the other guided users. We also present the architecture and the system we developed that implements this paradigm, as well as its integration in a working realworld application that demonstrates its use

Measuring the Affordances of Studying in a Virtual World

There has been much interest at the University of Hertfordshire in the teaching and learning in virtual worlds such as Second Life. The School of Computer Science has established a virtual campus within this system where a broad range of learning and teaching activities take place. These include presenting textual, audio and video learning and teaching materials, delivering virtual lectures, providing simulations and group working areas. Recently there has been a great deal of controversy over such initiatives, for example at my own university lecturers are divided as to the efficacy of such an approach. Some see the initiative as an interesting addition to the range of teaching and learning strategies available, likely to motivate learners. Others see it as a trivial attempt to jump on the latest band wagon, with little pedagogical benefit or justification. My own past research in this area, over several years has related to an estimation of the cognitive load imposed by desktop virtual environments and how this affected learning. Several important variables have been identified in several years of research and their effects measured. In the study presented here, a group of 80 final year computer science students used the Second Life virtual environment in order to support their practical project work. Groups of four learners used the university virtual campus especially modified for this purpose to hold meetings and to manage their software development projects. This study reports on how the group areas were established and used by the learners, the types of activities that took place and the effectiveness of the approach in this context. Quantitative and qualitative research was undertaken and it was found that there were benefits to be had by the use of such virtual environments. Recommendations are made as to the affordances of the Second Life virtual environment for teaching and learning in this context and also discussed are the potential problems inherent in this initiative related to individual differences and the cognitive burden imposed on learners.Peer reviewe

Navigating Immersive and Interactive VR Environments With Connected 360° Panoramas

Emerging research is expanding the idea of using 360-degree spherical panoramas of real-world environments for use in 360 VR experiences beyond video and image viewing. However, most of these experiences are strictly guided, with few opportunities for interaction or exploration. There is a desire to develop experiences with cohesive virtual environments created with 360 VR that allow for choice in navigation, versus scripted experiences with limited interaction. Unlike standard VR with the freedom of synthetic graphics, there are challenges in designing appropriate user interfaces (UIs) for 360 VR navigation within the limitations of fixed assets. To tackle this gap, we designed RealNodes, a software system that presents an interactive and explorable 360 VR environment. We also developed four visual guidance UIs for 360 VR navigation. The results of a pilot study showed that choice of UI had a significant effect on task completion times, showing one of our methods, Arrow, was best. Arrow also exhibited positive but non-significant trends in average measures with preference, user engagement, and simulator-sickness. RealNodes, the UI designs, and the pilot study results contribute preliminary information that inspire future investigation of how to design effective explorable scenarios in 360 VR and visual guidance metaphors for navigation in applications using 360 VR environments

An interface to virtual environments for people who are blind using Wii technology - mental models and navigation

Accessible games, both for serious and for entertainment purposes, would allow inclusion and participation for those with disabilities. Research into the development of accessible games, and accessible virtual environments, is discussed. Research into accessible Virtual Environments has demonstrated great potential for allowing people who are blind to explore new spaces, reducing their reliance on guides, and aiding development of more efficient spatial maps and strategies. Importantly, Lahav and Mioduser (2005, 2008) have demonstrated that, when exploring virtual spaces, people who are blind use more and different strategies than when exploring real physical spaces, and develop relatively accurate spatial representations of them. The present paper describes the design, development and evaluation of a system in which a virtual environment may be explored by people who are blind using Nintendo Wii devices, with auditory and haptic feedback. The nature of the various types of feedback is considered, with the aim of creating an intuitive and usable system. Using Wii technology has many advantages, not least of which are that it is mainstream, readily available and cheap. The potential of the system for exploration and navigation is demonstrated. Results strongly support the possibilities of the system for facilitating and supporting the construction of cognitive maps and spatial strategies. Intelligent support is discussed. Systems such as the present one will facilitate the development of accessible games, and thus enable Universal Design and accessible interactive technology to become more accepted and widespread

The design-by-adaptation approach to universal access: learning from videogame technology

This paper proposes an alternative approach to the design of universally accessible interfaces to that provided by formal design frameworks applied ab initio to the development of new software. This approach, design-byadaptation, involves the transfer of interface technology and/or design principles from one application domain to another, in situations where the recipient domain is similar to the host domain in terms of modelled systems, tasks and users. Using the example of interaction in 3D virtual environments, the paper explores how principles underlying the design of videogame interfaces may be applied to a broad family of visualization and analysis software which handles geographical data (virtual geographic environments, or VGEs). One of the motivations behind the current study is that VGE technology lags some way behind videogame technology in the modelling of 3D environments, and has a less-developed track record in providing the variety of interaction methods needed to undertake varied tasks in 3D virtual worlds by users with varied levels of experience. The current analysis extracted a set of interaction principles from videogames which were used to devise a set of 3D task interfaces that have been implemented in a prototype VGE for formal evaluation

The display of electronic commerce within virtual environments

In today’s competitive business environment, the majority of companies are expected to be represented on the Internet in the form of an electronic commerce site. In an effort to keep up with current business trends, certain aspects of interface design such as those related to navigation and perception may be overlooked. For instance, the manner in which a visitor to the site might perceive the information displayed or the ease with which they navigate through the site may not be taken into consideration. This paper reports on the evaluation of the electronic commerce sites of three different companies, focusing specifically on the human factors issues such as perception and navigation. Heuristic evaluation, the most popular method for investigating user interface design, is the technique employed to assess each of these sites. In light of the results from the analysis of the evaluation data, virtual environments are suggested as a way of improving the navigation and perception display constraints