Evaluating the effects of collaboration and competition in navigation tasks and spatial knowledge acquisition within virtual reality environments

Recently, we have seen an emergence of affordable Head Mounted Displays (HMD) such as the Oculus Rift, HTC Vive, and the PS4 Project Morpheus which allow users to experience 3D virtual reality (VR). These types of hardware aim to facilitate new and novel experiences for users above and beyond what is possible with traditional audiovisual displays. However, a very limited number of studies exist in the literature to determine the influence of these technologies on user Quality of Experience (QoE). In order to evaluate QoE as users consume VR content, this paper proposes the use of affordable consumer electronics to capture objective physiological metrics: Heart Rate (HR) and ElectroDermal Activity (EDA). Our findings indicate different HR and EDA dependent on VR and non-VR environments. Additionally, we examine the relationship between these objective metrics and user QoE captured via a post-test questionnaire. To the best of the authors knowledge, this is the first work which demonstrates a tangible relationship between the EDA/HR combination and user QoE of immersive VR environments.

In this article, we address the central topic of the call for papers, childhood educates space, from the perspective of children’s and young people’s spatial knowledge. We argue that both childhood and youth educate as much as are educated by space. To shed light on this dynamic and complex interaction, we focus on the arenas and agencies at play within the production and acquisition of spatial knowledge. The term arena refers to the spatial conditions that delineate an area of activity related to the production and acquisition of spatial knowledge, and agency denotes the crucial means, agents, and tools that are instrumental in and buttress such area of activity. To render operative the analysis, we draw on two driving themes: (i) the gradual development of a comprehensive conception of space and (ii) its accompanying (and traversing) learning processes. Moreover, to substantiate the assertion that education between childhood and youth and space is mutually constitutive, we present a selection of findings from a qualitative meta-analysis conducted to reconstruct the evolution of young people’s spatial knowledge from the 1970s onwards. All in all, we claim that the process of production and acquisition of spatial knowledge forms the basis of, on the one hand, the keenness and depth of the perception that children and young people have of the physical world and, on the other, the ways they subjectively and symbolically characterize it.

Spatial cognition has become an increasingly important area of study since it represents a major type of human knowledge with considerable practical significance. The general assumption is that people’s spatial knowledge forms people’s spatial behaviour, such as navigation, in the environment. However, there are some critical issues within this area, including: how such knowledge is represented and organised, the mechanisms by which it is activated, and the elementary and higher-level cognitive processes that function upon the knowledge base to produce new knowledge as well as the factors that are influential on acquiring spatial knowledge. The theories regarding spatial knowledge acquisitions have attempted to address these issues. This paper discusses these issues by reviewing the literature. As such, the paper firstly provides the research background on spatial knowledge acquisition and the theories of spatial knowledge development. Secondly, the paper debates the main factors affecting acquiring and forming knowledge about the environment. In doing that, the effects of two main factors are discussed: 1) the means of spatial knowledge acquisition (direct experience, physical map, and mobile maps), and 2) the role of different properties of physical environment.

Underestimation of egocentric distances in immersive virtual environments using various head-mounted displays (HMDs) has been a puzzling topic of research interest for several years. As more commodity-level systems become available to developers, it is important to test the variation of underestimation in each system since reasons for underestimation remain elusive. In this article, we examine several different systems in two experiments and comparatively evaluate how much users underestimate distances in each one. To observe distance estimation behavior, a standard indirect blind walking task was used. An Oculus Rift DK1, weighted Oculus Rift DK1, Oculus Rift DK1 with an artificially restricted field of view, Nvis SX60, Nvis SX111, Oculus Rift DK2, Oculus Rift consumer version (CV1), and HTC Vive were tested. The weighted and restricted field of view HMDs were evaluated to determine the effect of these factors on distance underestimation; the other systems were evaluated because they are popular systems that are widely available. We found that weight and field of view restrictions heightened underestimation in the Rift DK1. Results from these conditions were comparable to the Nvis SX60 and SX111. The Oculus Rift DK1 and CV1 possessed the least amount of distance underestimation, but in general, commodity-level HMDs provided more accurate estimates of distance than the prior generation of HMDs.

In this paper, we evaluated and compared the integral quality of different omnidirectional contents for two head mounted displays (HMDs), namely HTC Vive and Oculus Rift. We also investigated motion sickness and head-movements. To this aim, we categorized omnidirectional contents into three categories based on the degree of motion: high, medium and low motion. For assessing simulator sickness, we used the Simulator Sickness Questionnaire for each of the contents in both HMDs. The viewing direction for subjects while watching the contents were recorded in terms of the three coordinates yaw, roll and pitch. Experimental results show that HTC Vive offers better integral quality compared to Oculus Rift. We also compared simulator sickness scores along with the behavioral data for different contents and HMDs and discussed the results in the paper.

Driven by recent advances in the mobile computing hardware ecosystem, wearable Virtual Reality (VR) is experiencing a boom in popularity, with many offerings becoming available. Modern VR head-mounted displays (HMDs) fall into two device classes: (i) Tethered HMDs: HMDs tethered to powerful, expensive gaming desktops, such as the Oculus Rift, HTC Vive, and Sony PlayStation VR; (ii) Mobile-rendered HMDs: self-contained, untethered HMDs that run on mobile phones slotted into head mounts, e.g., Google Cardboard and Samsung Gear VR.

Abstract. Recent years have witnessed the rapid development of navigation systems. They gradually become the default way of navigating in our daily life. Despite benefiting from their convenience, we may be negatively influenced by them (Parush et al. 2007). Current navigation systems usually draw too much of users' attention to the mobile devices, which leads to users’ lacking interaction with the environment. It is often the case that people easily forget travelled route and get lost without navigation systems (Reilly et al. 2008). Empirical study shows that by dividing attention, navigation systems impair users’ spatial memory, and thus impact their navigation skills (Gardony et al. 2013). Since a higher engagement with the environment can improve users’ spatial knowledge acquisition without decreasing efficiency (Brügger et al. 2017), navigation systems should incorporate important environmental features.As objects of visual, cognitive or structural importance (Sorrows & Hirtle 1999), landmarks have been extensively studied, and considered as an important environmental feature to be incorporated into navigation systems (Nuhn & Timpf 2018, Richter 2017, Duckham et al. 2010, Raubal & Winter 2002). They serve as references to provide users with more natural and pleasant navigating experience (Richter & Winter 2014). However, most of landmark-related studies are in outdoor environment. Although researchers have attempted to classify and assess indoor landmarks (Ohm 2014, Viaene 2014), it is still very difficult to determine suitable ones. As a subset of semantic indoor landmarks, existing navigational aids (e.g. signs and floor plans) are designed to assist navigation. Among them, signs are most preferred by users (Wang et al. 2017). Being the signs that give necessary information to route users to possible destinations, directional signs contribute most to wayfinding (Gibson 2009). With route information explicitly presented by them, they are relevant environmental features to be incorporated into indoor navigation systems.In this study, we therefore propose to incorporate directional signs into indoor navigation systems, in order to guide users’ attention back to the environment, to facilitate their spatial learning and improve their spatial knowledge acquisition.We incorporated directional signs into a proof-of-concept indoor navigation system. First, we integrated directional signs and their semantics into a graph-based model. A directional sign was modelled as a node. Each destination on the sign was linked with the sign by an edge. In order to differentiate it from the normal edge, it was marked as semantic edge. Thus, the semantics of the sign was modelled directly into the graph, instead of being stored as attributes in a previous version of our study (Wang & Gartner 2018). Then, a top-K shortest path algorithm was employed to find candidate routes (Yen 1971). In the end, the route with the largest coverage of semantic edges was suggested to the user. The users would then be explicitly guided to follow the directional signs in the environment.In the next step, we will evaluate the efficiency and effectiveness of the proposed navigation system by an empirical study with human subjects. Within the experiment, we will also investigate on whether this kind of guidance can succeed in drawing users’ attention back to the environment and support their spatial knowledge acquisition.

Autonomous vehicles, which free drivers from driving, are gaining increasing interest for future travel needs. But the degradation of driver’s spatial knowledge will likely worsen when drivers no longer need to actively steer nor pay attention to the environment. This study extends the theory of visualising distant landmarks on mobile phone to windshield using Augmented Reality (AR), to support spatial learning. This study investigates the impact of AR distant landmarks (with vs. without AR landmarks) and road conditions (highway vs. local road) on acquiring spatial knowledge through an experiment using simulated videos of autonomous driving. Participants are randomly assigned to one of two scenarios to complete tasks which assessed their acquired spatial knowledge one the route-, directional, and configural levels. Results show that distant landmarks enhance the efficiency of acquiring route- and directional knowledge, although the effectiveness of acquiring route knowledge with AR landmarks is not significant on local road. Configurational knowledge is more likely impacted by the road type instead of the AR landmarks. The results indciate the necessity of carrying out follow-up studies on symbolising additional information in AR landmarks for supporting spatial learning and evaluate their impacts on the spatial knowledge at the configurational level.

The Development of Virtual Reality as a Tool to Investigate Eating Behavior

Video games and sport are an essential part in the life of millions of people. With recent advances of immersive virtual reality devices such as the HTC Vive, Oculus Rift, or PlayStation VR, the use of virtual environments (VE) for exergames is becoming more and more popular. An exergame combines a physical activity with video game elements by tracking body movements or reactions of user, attempting to engage users in a more enjoyable system. In this paper, we present the results of a subjective experiment carried out with the aim to compare different kinds of virtual environments with each other. A rowing ergometer, connected either to a virtual reality system using a head-mounted display (HMD) or to a CAVE environment, was used as an exergame device. While for rowing experts, fitness and performance improvements are of major interest, we wanted to focus on the motivation and engagement of non-professionals. By means of a series of questionnaires and a follow-up interview, the Quality of Experience of participants using the system was assessed. Measurements include concepts such as flow, presence, video quality and well-being. Results show significant advantages of the HMD as well as of the CAVE compared to a system without a VE for the overall quality, system feedback, and flow. While the CAVE and HMD system mainly differed in their autotelic experience, the HMD was favored by the majority of participants due to a superior feeling of presence.

Hand-held mobile map applications relying on Global Navigation Satellite System (GNSS) services have become the preferred wayfinding and navigation support over the last decades. Mobile map apps provide pedestrian urban navigators with abundant geographic information. Navigators can assess their current location in real-time, zoom, pan, and query the map during navigation. This has profoundly impacted our daily mobility routines. Navigation occurs concurrently with spatial learning, that is, navigators continuously acquire visual-spatial information from the surrounding environment and from their mobile maps during navigation. Navigators encode this information into memory and ultimately construct a mental representation of the traversed environment. Recalling and decoding spatial knowledge can assist navigators in self-localization, locating and finding relevant features in their surroundings, and getting to new destinations (Downs & Stea, 2011) . Previous studies have extensively examined pedestrian spatial learning in terms of its behavioral stages (Ishikawa & Montello, 2006; Kim & Bock, 2021) and how this process is supported by neural systems in the brain (Epstein et al., 2017; Peer et al., 2021) . However, how map-assisted pedestrian spatial knowledge develops over time is still an open research question. Little is known about how evolving environmental familiarity impacts map-assisted navigators' spatial learning processes. Having these unsolved issues in mind, we proposed this empirical study to address the following two research questions:

Objective. This study explored the classification of electroencephalography (EEG) signals to assess changes in neural activity as individuals performed a training task in a virtual environment simulator. Commonly, task behavior and perception are used to assess a trainee’s ability to perform a task, however, changes in cognition are not usually measured and could be important to provide a true indication of an individual’s level of knowledge or skill. Approach. In this study, 15 participants acquired spatial knowledge via 60 navigation trials (divided into ten blocks) in a novel virtual environment. Time performance, perceived certainty, and EEG signal data were collected. Main results. A significant increase in alpha power and classification accuracy of EEG data from block 1 against blocks 2–10 was observed and stabilized after block 7, while time performance and perceived certainty measures improved and stabilized after block 5 and 6, respectively. Significance. Results suggest that changes in neural activity, which may reflect an increase in cognitive efficiency, could provide additional insight beyond time performance and perceived certainty.

In this paper the infl uence of the display size on the acquisition of spatial knowledge is investigated. The acquisition of spatial knowledge based on presentation forms with different display sizes has been analysed in an empirical test for pedestrian navigation. This contribution describes and interprets the test and results and gives an outlook on the overall importance for future application developments in the context of LBS, as mobile systems typically use small displays and the overall concern exists, that these displays can not communicate any useful spatial information in typical map form to pedestrians.

Navigation assistance systems have become integral to our daily routines, helping us to find our way through unfamiliar environments. However, their use may come at a price, as empirical evidence suggests a potentially harmful impact of these systems on our spatial abilities, including the acquisition of spatial knowledge. This could be remedied by giving users more freedom and involving them in the decision-making process. Therefore, we present a navigation system that combines augmented reality and Beeline Navigation (BeeAR). Here, the location of the destination is overlaid with a digital landmark and permanently displayed to the user via a visual, translucent AR display (without a map). Since the digital content is integrated into the real world, no mapping between the device and reality is required, potentially lowering the workload. Making one's own decisions along the route is expected to increase engagement with the environment, leading to increased acquisition of spatial knowledge. We compare BeeAR with findings from a previous study comparing Free Choice Navigation (FCN) and Turn-by-Turn (TBT) navigation conducted along the same routes on the outskirts of Vienna, Austria. Although BeeAR and FCN do not provide users with a map, BeeAR users could better retrace the walked route and remembered more points of interest along the route than FCN users. Participants of all three navigation conditions achieved a high configuration similarity between drawn points of interest and their true locations, albeit only one navigation condition included a map.

This chapter discusses cognitive issues about the use of maps and spatial orientation in the environment and possible implications of research in the literature of spatial cognition for map and navigation learning in STEAM. It first clarifies the tradition of research in spatial cognition, behavior, and thinking and discusses the concept of spatial representation in relation to symbolic and geometric understanding of maps and the acquisition of spatial knowledge in the environment. Then the chapter looks at the difficulties that students have with maps in terms of projection, scaling, and symbolization and discusses the possibility of instructional intervention, taking the degree of iconicity of spatial representations and the alignment of maps with the surrounding environments into account. Concerning spatial orientation, cognitive demands that configurational learning in large-scale environments poses and the distortions typically observed in people’s spatial knowledge and judgments are discussed, in particular the theoretical and practical implications of the existence of large individual differences. Finally, the chapter explains the manners in which people identify and communicate their locations in the environment and considers problems and prospects of spatial awareness in the age of advanced geospatial information and technology.