Influence of virtual reality training on the roadside crossing judgements of child pedestrians

The roadside crossing judgments of children aged 7, 9, and 11 years were assessed relative to controls before and after training with a computer-simulated traffic environment. Trained children crossed more quickly, and their estimated crossing times became better aligned with actual crossing times. They crossed more promptly, missed fewer safe opportunities to cross, accepted smaller traffic gaps without increasing the number of risky crossings, and showed better conceptual understanding of the factors to be considered when making crossing judgments. All age groups improved to the same extent, and there was no deterioration when children were retested 8 months later. The results are discussed in relation to theoretical arguments concerning the extent to which children's pedestrian judgments are amenable to training

Spatial perception of landmarks assessed by objective tracking of people and space syntax techniques

This paper focuses on space perception and how visual cues, such as landmarks, may influence the way people move in a given space. Our main goal with this research is to compare people’s movement in the real world with their movement in a replicated virtual world and study how landmarks influence their choices when deciding among different paths. The studied area was a university campus and three spatial analysis techniques were used: space syntax; an analysis of a Real Environment (RE) experiment; and an analysis of a Virtual Reality (VR) environment replicating the real experiment. The outcome data was compared and analysed in terms of finding the similarities and differences, between the observed motion flows in both RE and VR and also with the flows predicted by space syntax analysis. We found a statistically significant positive correlation between the real and virtual experiments, considering the number of passages in each segment line and considering fixations and saccades at the identified landmarks (with higher visual Integration). A statistically significant positive correlation, was also found between both RE and VR and syntactic measures. The obtained data enabled us to conclude that: i) the level of visual importance of landmarks, given by visual integration, can be captured by eye tracking data ii) our virtual environment setup is able to simulate the real world, when performing experiments on spatial perception.info:eu-repo/semantics/publishedVersio

How does the design of landmarks on a mobile map influence wayfinding experts’ spatial learning during a real-world navigation task?

Humans increasingly rely on GPS-enabled mobile maps to navigate novel environments. However, this reliance can negatively affect spatial learning, which can be detrimental even for expert navigators such as search and rescue personnel. Landmark visualization has been shown to improve spatial learning in general populations by facilitating object identification between the map and the environment. How landmark visualization supports expert users’ spatial learning during map-assisted navigation is still an open research question. We thus conducted a real-world study with wayfinding experts in an unknown residential neighborhood. We aimed to assess how two different landmark visualization styles (abstract 2D vs. realistic 3D buildings) would affect experts’ spatial learning in a map-assisted navigation task during an emergency scenario. Using a between-subjects design, we asked Swiss military personnel to follow a given route using a mobile map, and to identify five task-relevant landmarks along the route. We recorded experts’ gaze behavior while navigating and examined their spatial learning after the navigation task. We found that experts’ spatial learning improved when they focused their visual attention on the environment, but the direction of attention between the map and the environment was not affected by the landmark visualization style. Further, there was no difference in spatial learning between the 2D and 3D groups. Contrary to previous research with general populations, this study suggests that the landmark visualization style does not enhance expert navigators’ navigation or spatial learning abilities, thus highlighting the need for population-specific mobile map design solutions

The Effect of Anthropometric Properties of Self-Avatars on Action Capabilities in Virtual Reality

The field of Virtual Reality (VR) has seen a steady exponential uptake in the last decade and is being continuously incorporated into areas of popular interest like healthcare, training, recreation and gaming. This steady upward trend and prolonged popularity has resulted in numerous extravagant virtual environments, some that aim to mimic real-life experiences like combat training, while others intend to provide unique experiences that may otherwise be difficult to recreate like flying over ancient Egypt as a bird. These experiences often showcase highly realistic graphics, intuitive interactions and unique avatar embodiment scenarios with the help of various tracking sensors, high definition graphic displays, sound systems, etc. The literature suggests that estimates and affordance judgments in VR scenarios such as the ones described above are affected by the properties and the nature of the avatar embodied by the user. Therefore, to provide users with the finest experiences it is crucial to understand the interaction between the embodied self and the action capabilities afforded by it in the surrounding virtual environment. In a series of studies aimed at exploring the effect of gender matched body-scaled self-avatars on the user\u27s perception, we investigate the effect of self-avatars on the perception of size of objects in an immersive virtual environment (IVE) and how this perception affects the actions one can perform as compared to the real world. In the process, we make use of newer tracking technology and graphic displays to investigate the perceived differences between real world environments and their virtual counterparts to understand how the spatial properties of the environment and the embodied self-avatars affect affordances by means of passability judgments. We describe techniques for creation and mapping VR environments onto their real world counterparts and the creation of gender matched body-scaled self-avatars that provides real time full-body tracking. The first two studies investigate how newer graphical displays and off-the-shelf tracking devices can be utilized to create salient gender matched body-scaled self-avatars and their effect on the judgment of passability as a result of the embodied body schema. The study involves creating complex scripts that automate the process of mapping virtual worlds onto their real world counterparts within a 1cm margin of error and the creation of self-avatars that match height, limb proportions and shoulder width of the participant using tracking sensors. The experiment involves making judgments about the passability of an adjustable doorway in the real world and in a virtual to-scale replica of the real world environment. The results demonstrated that the perception of affordances in IVEs is comparable to the real world but the behavior leading to it differs in VR. Also, the body-scaled self-avatars generated provide salient information yielding performance similar to the real world. Several insights and guidelines related to creating veridical virtual environments and realistic self-avatars were achieved from this effort. The third study investigates how the presence of body-scaled self-avatars affects the perception of size of virtual handheld objects and the influence of the person-plus-virtual-object system created by lifting the said virtual object on passability. This is crucial to understand as VR simulations now often utilize self-avatars that carry objects while maneuvering through the environment. How they interact with these handheld objects can influence what they do in critical scenarios where split second decisions can change the outcome like combat training, role-playing games, first person shooting, thrilling rides, physiotherapy, etc. It has also been reported that the avatar itself can influence the perception of size of virtual objects, in turn influencing action capabilities. There is ample research on different interaction techniques to manipulate objects in a virtual world but the question about how the objects affect our action capabilities upon interaction remains unanswered, especially when the haptic feedback associated with holding a real object is mismatched or missing. The study investigates this phenomenon by having participants interact with virtual objects of different sizes and making frontal and lateral passability judgments to an adjustable aperture similar to the first experiment. The results suggest that the presence of self-avatars significantly affects affordance judgments. Interestingly, frontal and lateral judgments in IVEs seem to similar unlike the real world. Investigating the concept of embodied body schema and its influence on action-capabilities further, the fourth study looks at how embodying self-avatars that may vary slightly from your real world body affect performance and behavior in dynamic affordance scenarios. In this particular study, we change the eye height of the participants in the presence or absence of self-avatars that are either bigger, smaller or the same size as the participant. We then investigate how this change in eye height and anthropometric properties of the self-avatar affects their judgments when crossing streets with oncoming traffic in virtual reality. We also evaluate any changes in the perceived walking speed as a result of embodying altered self-avatars. The findings suggest that the presence of self-avatars results in safer crossing behavior, however scaling the eye height or the avatar does not seem to affect the perceived walking speed. A detailed discussion on all the findings can be found in the manuscript

Perceptual errors in predicting vehicle approach in typical and atypical populations

As a pedestrian at the roadside, the two most informative cues as to the distance and rate of closure of a vehicle are its optical size and the rate of expansion of the optical image. In addition, the time to arrival of an approaching vehicle can be perceptually estimated by the ratio of these two variables, referred to as tau (Lee, 1976). Sensitivity to optic expansion is critical for collision avoidance and was measured in populations of adults, typically developing children, and in children with Developmental Coordination Disorder (DCD), an idiopathic condition characterised by marked impairments in motor coordination that negatively impact on activities of daily living. A central tendency was found in adults (n = 193) between 18 to 59 years of age to make significant errors in judging the approach rates of two vehicles. Inflated errors were observed in children (n = 136) between 6 to 17 years of age, with decreased sensitivity in the youngest age group (6 to 11 years). Furthermore, a significant decrement was found in children (n = 9) with DCD between 6 to 11 years of age. Across all groups, a systematic vehicle size bias was found, whereby faster small vehicles were perceived as travelling slower than larger vehicles. This pattern of results suggest that in general, observers are not utilising tau in judgments of relative approach rates for speeds typically encountered at the roadside, but instead rely on optical expansion that does not compensate for image size. Errors due to a reliance on optic size were inflated in children with DCD, potentially placing them at significantly greater risk at the roadside. To examine the decreased sensitivity observed in DCD, thresholds for detecting visual looming were measured in children (n = 11) with DCD between 6 to 11 years of age. A significant deficit was found when vehicles were presented in perifoveal vision, whereby children with DCD may perceive vehicles that are 5 seconds away as stationary if they are travelling any faster than ~14 mph. This demonstration of a low-level visual processing deficit could suggest an immaturity in the dorsal stream network and explain some of the difficulties that characterise DCD. Critically, perceptual judgments at the roadside are inextricably linked to the motoric capability of the observer. If a pedestrians crossing time is greater than the time available, collision will occur. Crossing gap thresholds were measured and compared to walking times for a single vehicle approaching at varying speeds. Children (n = 9) with DCD between 6 to 11 years of age left considerably longer temporal crossing gaps than their action capabilities necessitated. However, when children with DCD were presented with multiple vehicles in a virtual reality environment, they accepted crossing gaps at all approach speeds that were shorter than the time it would take them to cross. This suggests that children with DCD may not have the perceptual accuracy to predict their required action gaps in a road crossing situation. One explanation for these findings could be a difference in DCD in how vision is dynamically allocated to facilitate the preparation of goal-directed actions. Dynamic allocation of visual attention was assessed in a series of experiments that measured eye movement latencies and hand movement accuracy in children (n = 5) with DCD between 6 to 11 years of age. Both measures were found to be comparable in DCD with their typically developing peers regardless of task complexity, indicating that the allocation of visual attention is not deficient in children with DCD. The prospective control of movement in our everyday lives is critically depended on estimating the immediacy of approaching objects. Combined, these results indicate that children with DCD may be particularly vulnerable at the roadside due to a visual motion processing deficit, consistent with atypical function across broad neural structures such as the dorsal stream

HAZARD PERCEPTION TRAINING FOR ADOLESCENTS WITH AUTISM SPECTRUM DISORDER ON THE INTERACTIVE DRIVING SIMULATOR: USING EYE TRACKING TECHNOLOGY TO DETERMINE EFFECTIVENESS

Rationale: Driving is an important developmental milestone for all adolescents as it increases their independence and ability to participate in vehicle-dependent activities. However, adolescents with high functioning autism spectrum disorder (HFASD) are less likely to obtain licenses and drive independently due to characteristics related to their diagnosis. Although current research exists exploring the efficacy of driving simulator training for adolescent drivers with HFASD and eye tracking, there is a gap in the literature related to training on the simulator and its effects on overall driving performance and hazard perception and response in this population. Purpose: This pilot study utilized a training protocol on the simulator that included hazard perception to determine its effect on overall driving performance. Eye tracking technology was used to determine if there was a change in hazard perception and response to non-social and social hazards after training. Design: This study was a one group, pretest-posttest intervention design. Methods: There were 17 participants between the ages of 15 and 22 with a self-reported diagnosis of ASD and a desire to learn to drive independently. Each participant completed a pre-test and post-test on the driving simulator while wearing eye tracking technology. Each participant completed a protocol of 30 learning modules with scenarios related to driving skills and hazard detection and response in one-to-one training. Analysis: Driving performance was measured by a quantitative score from a standardized observational tool for driving. Eye tracking measures including fixation duration, fixation count, and time to first fixation were analyzed using a Wilcoxon Signed Rank Test. Results: Participants significantly increased their overall driving performance scores pre-test to post-test. Results of hazard perception using eye tracking technology tended towards improvement overall, but specific hazard results were inconsistent and varied for both non-social and social hazards in terms of fixation duration, fixation count, and time to first fixation. Discussion: Findings from this study indicate driving simulator training related to hazard perception was effective in improving overall driving simulator performance in adolescents with HFASD. Additionally, findings indicate hazard perception and response differs for this population after hazard perception training, but specific eye tracking measures may increase or decrease, and results may not be specific to non-social or social hazards

Campus Architecture and Student Culture in American Higher Education

Human-environment interaction theory, as it specifically relates to architectural determinism, has an indispensible impact on student culture on college campuses. Under the assumptions of architectural determinism, this thesis examines the relationship between architecture and student culture on 30 American college campuses. Specifically, this thesis looks at uniformity of architectural style and color and the prevalence of traditional styles of architecture in relation to the institutions\u27 campus cultures. The results of the study found that a significant relationship exists between student culture and uniformity of building color, but not between student culture and uniformity of style or the prevalence of traditional styles on a given campus. The thesis concludes with a discussion of the findings, limitations of the study, and suggestions for further research

Landmark Visualization on Mobile Maps – Effects on Visual Attention, Spatial Learning, and Cognitive Load during Map-Aided Real-World Navigation of Pedestrians

Even though they are day-to-day activities, humans find navigation and wayfinding to be cognitively challenging. To facilitate their everyday mobility, humans increasingly rely on ubiquitous mobile maps as navigation aids. However, the over-reliance on and habitual use of omnipresent navigation aids deteriorate humans' short-term ability to learn new information about their surroundings and induces a long-term decline in spatial skills. This deterioration in spatial learning is attributed to the fact that these aids capture users' attention and cause them to enter a passive navigation mode. Another factor that limits spatial learning during map-aided navigation is the lack of salient landmark information on mobile maps. Prior research has already demonstrated that wayfinders rely on landmarks—geographic features that stand out from their surroundings—to facilitate navigation and build a spatial representation of the environments they traverse. Landmarks serve as anchor points and help wayfinders to visually match the spatial information depicted on the mobile map with the information collected during the active exploration of the environment. Considering the acknowledged significance of landmarks for human wayfinding due to their visibility and saliency, this thesis investigates an open research question: how to graphically communicate landmarks on mobile map aids to cue wayfinders' allocation of attentional resources to these task-relevant environmental features. From a cartographic design perspective, landmarks can be depicted on mobile map aids on a graphical continuum ranging from abstract 2D text labels to realistic 3D buildings with high visual fidelity. Based on the importance of landmarks for human wayfinding and the rich cartographic body of research concerning their depiction on mobile maps, this thesis investigated how various landmark visualization styles affect the navigation process of two user groups (expert and general wayfinders) in different navigation use contexts (emergency and general navigation tasks). Specifically, I conducted two real-world map-aided navigation studies to assess the influence of various landmark visualization styles on wayfinders' navigation performance, spatial learning, allocation of visual attention, and cognitive load. In Study I, I investigated how depicting landmarks as abstract 2D building footprints or realistic 3D buildings on the mobile map affected expert wayfinders' navigation performance, visual attention, spatial learning, and cognitive load during an emergency navigation task. I asked expert navigators recruited from the Swiss Armed Forces to follow a predefined route using a mobile map depicting landmarks as either abstract 2D building footprints or realistic 3D buildings and to identify the depicted task-relevant landmarks in the environment. I recorded the experts' gaze behavior with a mobile eye-tracer and their cognitive load with EEG during the navigation task, and I captured their incidental spatial learning at the end of the task. The wayfinding experts' exhibited high navigation performance and low cognitive load during the map-aided navigation task regardless of the landmark visualization style. Their gaze behavior revealed that wayfinding experts navigating with realistic 3D landmarks focused more on the visualizations of landmarks on the mobile map than those who navigated with abstract 2D landmarks, while the latter focused more on the depicted route. Furthermore, when the experts focused for longer on the environment and the landmarks, their spatial learning improved regardless of the landmark visualization style. I also found that the spatial learning of experts with self-reported low spatial abilities improved when they navigated with landmarks depicted as realistic 3D buildings. In Study II, I investigated the influence of abstract and realistic 3D landmark visualization styles on wayfinders sampled from the general population. As in Study I, I investigated wayfinders' navigation performance, visual attention, spatial learning, and cognitive load. In contrast to Study I, the participants in Study II were exposed to both landmark visualization styles in a navigation context that mimics everyday navigation. Furthermore, the participants were informed that their spatial knowledge of the environment would be tested after navigation. As in Study I, the wayfinders in Study II exhibited high navigation performance and low cognitive load regardless of the landmark visualization style. Their visual attention revealed that wayfinders with low spatial abilities and wayfinders familiar with the study area fixated on the environment longer when they navigated with realistic 3D landmarks on the mobile map. Spatial learning improved when wayfinders with low spatial abilities were assisted by realistic 3D landmarks. Also, when wayfinders were assisted by realistic 3D landmarks and paid less attention to the map aid, their spatial learning improved. Taken together, the present real-world navigation studies provide ecologically valid results on the influence of various landmark visualization styles on wayfinders. In particular, the studies demonstrate how visualization style modulates wayfinders' visual attention and facilitates spatial learning across various user groups and navigation use contexts. Furthermore, the results of both studies highlight the importance of individual differences in spatial abilities as predictors of spatial learning during map-assisted navigation. Based on these findings, the present work provides design recommendations for future mobile maps that go beyond the traditional concept of "one fits all." Indeed, the studies support the cause for landmark depiction that directs individual wayfinders' visual attention to task-relevant landmarks to further enhance spatial learning. This would be especially helpful for users with low spatial skills. In doing so, future mobile maps could dynamically adapt the visualization style of landmarks according to wayfinders' spatial abilities for cued visual attention, thus meeting individuals' spatial learning needs