Mapping and Navigational Thinking in STEAM

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.

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.

There has been a long tradition of wayfinding and orienteering studies in humans but these have mostly neglected possible age-related differences in navigation. This field of inquiry is experiencing something of a resurgence of interest due to the development of VR technology which has brought the systematic study of large scale navigation into the laboratory and into the MRI scanning environment. Empirical studies to date identify navigation as an aspect of cognition that is vulnerable to the aging process. Functional and structural neuroimaging studies in humans suggest that age-related changes in the brain’s “navigation circuit” may underlie these behavioral age differences. Older adults also adopt unique spatial strategies and knowledge of these strategy preferences could enlighten both basic science research in spatial cognition and also inform the development of age-specific technological assistance that may extend functional independence of older adults into later life.

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.

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.

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

Concepts of spatial navigation rest on the idea of landmarks, which are immobile features or objects in the environment. However, behaviorally relevant objects or fellow humans are often mobile. This raises the question of how the presence of human agents influences spatial exploration and knowledge acquisition. Here, we investigate exploration and performance in subsequent spatial tasks within a virtual environment containing numerous human avatars. In the exploration phase, agents had a locally limited effect on navigation. They prompted participants to revisit locations with agents during their initial exploration without significantly altering overall exploration patterns or the extent of the area covered. However, agents and buildings competed for visual attention. When spatial recall was tested, pointing accuracy toward buildings improved when participants directed their attention to the buildings and nearby agents. In contrast, pointing accuracy for agents showed weaker performance and did not benefit from visual attention directed toward the adjacent building. Contextual agents and incongruent agent-environment pairings further enhanced pointing accuracy, revealing that violations of expectations by agents can significantly shape navigational knowledge acquisition. Overall, agents influenced spatial exploration by directing attention locally, with the interaction between agent salience and environmental features playing a key role in shaping navigational knowledge acquisition.

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.

Similarities exist in how people process and represent spatial information and in the factors that contribute to disorientation, whether one is moving through airspace, on the ground, or surgically within the body. As such, design principles for presenting spatial information should bear similarities across these domains but also be somewhat specific to each. In this chapter, we review research in spatial cognition and its application to navigation system design for within-vehicle, aviation, and endoscopic navigation systems. Taken together, the research suggests three general principles for navigation system design consideration. First, multimedia displays should present spatial information visually and action and description information verbally. Second, display organizations should meet users' dynamic navigational goals. Third, navigation systems should be adaptable to users' spatial information preferences. Designers of adaptive navigation display technologies can maximize the effectiveness of those technologies by appealing to the basic spatial cognition processes employed by all users while conforming to user's domain-specific requirements.

Everyday life unfolds in both space and time, with our spatial experiences playing a central role in our interactions with the world. To grasp human cognition, it s essential to understand how we perceive spatial relationships and tackle spatio-temporal challenges. Over the past few decades, research in spatial cognition has made significant strides, particularly in developing computational methods for knowledge representation and reasoning. This special issue explores various approaches to formalizing, implementing, and automating solutions for spatial problems. In this introduction, we provide a current literature review to contextualize the three contributions featured in this issue.

Navigation is essential to life, and it is cognitively complex, drawing on abilities such as prospective and situated planning, spatial memory, location recognition, and real-time decision-making. In many cases, day-to-day navigation is embedded in a social context where cognition and behavior are shaped by others, but the great majority of existing research in spatial cognition has focused on individuals. The two studies we report here contribute to our understanding of social wayfinding, assessing the performance of paired and individual navigators on a real-world wayfinding task in which they were instructed to minimize time and distance traveled. In the first study, we recruited 30 pairs of friends (familiar dyads); in the second, we recruited 30 solo participants (individuals). We compare the two studies to the results of an earlier study of 30 pairs of strangers (unfamiliar dyads). We draw out differences in performance with respect to spatial, social, and cognitive considerations. Of the three conditions, solo participants were least successful in reaching the destination accurately on their initial attempt. Friends traveled more efficiently than either strangers or individuals. Working with a partner also appeared to lend confidence to wayfinders: dyads of either familiarity type were more persistent than individuals in the navigation task, even after encountering challenges or making incorrect attempts. Route selection was additionally impacted by route complexity and unfamiliarity with the study area. Navigators explicitly used ease of remembering as a planning criterion, and the resulting differences in route complexity likely influenced success during enacted navigation.

Square Grid Cells Improve the Accuracy of Distance Estimations in Topographic MapsIn many everyday scenarios of orientation and navigation, it is inevitable to have a highly accurate distance knowledge. The acquisition of distance knowledge is a common example of map use. As cartographic communication usually depends on graphic symbols, the perception and learning of map information can be influenced by distortion mechanisms. To correct such distortions, foundational research in cartography and spatial cognition have made some design suggestions based on superordinate graphical structures. Some recent studies show that salient road networks and, especially, map grids can help to correct spatial distortion tendencies in memory. These graphic elements regionalize a map surface and serve as space-referencing units. Effects were reported in recall and recognition tasks. The present article includes an experimental study based on topographic maps. The results of the study provide evidence that square grid cells improve the performance in estimating longer distances.

The classical psychophysical approach to human perception has been to study isolated aspects of perception using well-controlled and strongly simplified laboratory stimuli. This so-called cue reduction technique has successfully led to the identification of numerous perceptual mechanisms, and has in many cases guided the uncoverage of neural correlates (see chapters elsewhere in this volume). Its limitations, however, lie in the almost complete ignorance of the intimate relationship among action, perception, and the environment in which we live. Real world situations are so different from the stimuli used in classical psychophysics and the context in which they are presented that applying laboratory results to daily life situations often becomes impractical, if not impossible. At the Max-PlanckInstitute for Biological Cybernetics in Tübingen, we pursue a behavioral approach to human action and perception that proves especially well-suited for studying more complex cognitive functions, such as object recognition and spatial cognition. The recent availability of high-fidelity “virtual reality” environments enables us to provide subjects a level of sensory realism and dynamic sensory feedback that approaches their experiences in the real world. At the same time, we can keep the ultimate control over all stimulus aspects that are required by the rules of psychophysics. In this chapter, we take a closer look at these developments in spatial cognition research and present results from several different experimental studies that we have conducted using this approach.

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.