PRESENCE Virtual and Augmented Reality · 1998 · 474 citations · 25 references
EducationEducational PsychologyTraining SystemsVirtual Reality DesignVirtual Reality In EducationImmersive EnvironmentsSpatial CognitionSpatial Knowledge RepresentationVirtual Learning EnvironmentsVirtual RealityVirtual WorldsRepresentation FidelitySimulation Fidelity AssessmentSimulator-based TrainingTrainingTraining Transfer EffectivenessVirtual Reality Learning EnvironmentsVirtual Spatial RepresentationVirtual Training Environments
Virtual environment training must enable transfer of spatial knowledge to real‑world contexts. The study examines how fidelity mediates spatial knowledge transfer and explores spatial representation development in VE training. Participants were trained in six conditions—no training, real world, map, VE desktop, VE immersive, and VE long immersive—and then tested on route and configurational knowledge in a real‑world maze. Short VE training matched map training, but with sufficient exposure VE training surpassed real‑world training, and significant gender differences in effectiveness were observed.
Many training applications of virtual environments (VEs) require people to be able to transfer spatial knowledge acquired in a VE to a real-world situation. Using the concept of fidelity, we examine the variables that mediate the transfer of spatial knowledge and discuss the form and development of spatial representations in VE training. We report the results of an experiment in which groups were trained in six different environments (no training, real world, map, VE desktop, VE immersive, and VE long immersive) and then were asked to apply route and configurational knowledge in a real-world maze environment. Short periods of VE training were no more effective than map training; however with sufficient exposure to the virtual training environment, VE training eventually surpassed real-world training. Robust gender differences in training effectiveness of VEs were also found.
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