Intelligent virtual environment for process training
Advances in Engineering Software
A multiscale progressive model on virtual navigation
International Journal of Human-Computer Studies
Instructional animations can be superior to statics when learning human motor skills
Computers in Human Behavior
Using video and static pictures to improve learning of procedural contents
Computers in Human Behavior
Granularity transformations in wayfinding
Spatial cognition III
A cognitive model of spatial path-planning
Computational & Mathematical Organization Theory
Video game experience predicts virtual, but not real navigation performance
Computers in Human Behavior
A constraint satisfaction framework for executing perceptions and actions in diagrammatic reasoning
Journal of Artificial Intelligence Research
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A representational theory of the mind suggests that human experiences and activities are underpinned by mental representations. This abstract task representation paradigm may explain a cognitive benefit of dynamic instructional visualisations over static alternative in the acquisition of novel procedural motor skills. In this sequel work, we explore and extend this view through empirical investigations of novel skill acquisitions in a separate but related domain of spatial navigation. We compare the post-learning virtual maze navigational performance of sixty novel learners across two groups. After controlling for spatial orientation ability and prior video gaming experience, participants that learned the task using dynamic instructional visualisations recorded significantly better performance measures than those in the static group. Additionally, within-group comparisons also show that the beneficial advantage of dynamic instructional visualisations over statics remained consistent across different task complexities. These findings provide further evidence to support the view that dynamic instructional visualisations afford more efficient transfer of novel procedural skills through computer based training than static visualisations. This has implications for instructional design especially when rapid novel situational awareness is desired such as in briefings for emergency firefighting or tactical military operations.