A toolset for navigation in virtual environments
UIST '93 Proceedings of the 6th annual ACM symposium on User interface software and technology
Tilting operations for small screen interfaces
Proceedings of the 9th annual ACM symposium on User interface software and technology
Using nonspeech sounds to provide navigation cues
ACM Transactions on Computer-Human Interaction (TOCHI)
Navigation as multiscale pointing: extending Fitts' model to very high precision tasks
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Sensing techniques for mobile interaction
UIST '00 Proceedings of the 13th annual ACM symposium on User interface software and technology
The Challenges of Mobile Computing
Computer
Allocentric and Egocentric Spatial Representations: Definitions, Distinctions, and Interconnections
Spatial Cognition, An Interdisciplinary Approach to Representing and Processing Spatial Knowledge
Comparing two one-handed access methods on a PDA
Proceedings of the 7th international conference on Human computer interaction with mobile devices & services
Action and reaction for physical map interfaces
Proceedings of the 2nd international conference on Tangible and embedded interaction
Use of auditory cues for wayfinding assistance in virtual environment: music aids route decision
Proceedings of the 2008 ACM symposium on Virtual reality software and technology
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The visuospatial learning of a map on cellphone displays was examined. The spatial knowledge of human participants was assessed after they had learned the relative positions of London Underground stations on a map via passive, marginally active, or active exploration. Following learning, the participants were required to answer questions in relation to the spatial representation and distribution of the stations on the map. Performances were compared between conditions involving (1) without auditory cues versus continuous auditory cues; (2) without auditory cues versus noncontinuous auditory cues; and (3) continuous auditory cues versus noncontinuous auditory cues. Results showed that the participants perfomed better following active and marginally-active explorations, as compared to purely passive learning. These results also suggest that under specific conditions (i.e., continuous sound with extremely fast tempo) there is no benefit to spatial abilities from active exploration over passive observation; while continuous sound with moderate to fast tempo is effective for simple actions (i.e., key press).