A toolset for navigation in virtual environments
UIST '93 Proceedings of the 6th annual ACM symposium on User interface software and technology
Spatial knowledge acquisition in a virtual environment
Spatial knowledge acquisition in a virtual environment
Navigating large virtual spaces
International Journal of Human-Computer Interaction - Special issue on human-virtual environment interaction
Virtual spaces and real world places: transfer of route knowledge
International Journal of Human-Computer Studies
The Fully Immersive Team Training (FITT) Research System: Design and Implementation
Presence: Teleoperators and Virtual Environments
Judging Perceived and Traversed Distance in Virtual Environments
Presence: Teleoperators and Virtual Environments
Measuring Presence in Virtual Environments: A Presence Questionnaire
Presence: Teleoperators and Virtual Environments
Presence: Teleoperators and Virtual Environments
Virtual and interactive environments for work of the future
International Journal of Human-Computer Studies - Interaction with virtual environments
Three levels of metric for evaluating wayfinding
Presence: Teleoperators and Virtual Environments - Special issue: 2004 workshop on VR design and evaluation
The benefits of using a walking interface to navigate virtual environments
ACM Transactions on Computer-Human Interaction (TOCHI)
VMR '09 Proceedings of the 3rd International Conference on Virtual and Mixed Reality: Held as Part of HCI International 2009
Spatial learning in a virtual multilevel building: Evaluating three exocentric view aids
International Journal of Human-Computer Studies
Advances in Human-Computer Interaction
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Virtual environments (VEs) have been used successfully to train wayfinders to navigate through buildings and learn their layout. However, at the same time, for many, the VE deficiencies have reduced the effectiveness of VEs for training spatial tasks. In an effort to improve VE effectiveness, we conducted research to determine if certain unique capabilities of VEs could compensate for its deficiencies. Research participants were required to learn the layout or configuration of one floor of an office building as portrayed in a VE. To improve spatial learning, we developed three VE navigation training aids: local and global orientation cues, aerial views, and a themed environment enhanced with sights and sounds and divided into four distinct sectors. The navigation aids were provided during the training but were not available during testing of survey knowledge. Of the three training aids investigated, only the aerial views were effective in improving performance on the survey knowledge tests. The effectiveness of the navigation aids seemed to depend on how they were used during training. A retention test given one week after training indicated that spatial knowledge acquired in a VE diminished little over the one-week retention interval.