Individual differences in spatial learning from computer-simulated environments.
A multivariate study examined relationships between the following factors: paper-and-pencil assessments of verbal and spatial ability, ability to form an accurate spatial representation of a large real-world environment, gender, computer attitudes and experience, proficiency with the navigational interface of a virtual environment (VE), and the ability to acquire and transfer spatial knowledge from a VE. Psychometrically assessed spatial ability and proficiency with the navigational interface were found to make substantial contributions to individual differences in the ability to acquire spatial information from a VE. Gender influenced many VE-related tasks, primarily through its relationship with interface proficiency and spatial ability. Measures of spatial knowledge of a VE maze were highly predictive of subsequent performance in a similar real-world maze, suggesting that VEs can be useful for training people about real-world spaces.
Waller
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Department of Psychology, University of Washington, USA. waller@psych.ucsb.edu
D000328:Adult; D001076:Aptitude; D003197:Computer Literacy; D003198:Computer Simulation; D005260:Female; D006801:Humans; D007206:Individuality; D008297:Male; D018782:Maze Learning; D009949:Orientation; D011340:Problem Solving; D014584:User-Computer Interface