| Summary: | 碩士 === 中國文化大學 === 資訊傳播研究所 === 98 === Virtual Reality is recognized with its characteristics of real-time interaction, information visualization and simulated context learning. It is widely applied in geographic spatial information navigation. However, users often lost their learning efficiency in a virtual environment result from spatial disorientation. Related research focused on the use of navigation-aided tools to reduce user’s spatial disorientation, but rarely to discuss their effects on spatial cognition learning efficacy in a virtual environment.
In the present study, the campus of Chinese Culture University was used as a blueprint and use "3D MAX、Virtools、3D stereoscopic projection system、force feedback devices," such as a virtual interactive technology platform to build up a "Chinese Culture University campus 3D stereo virtual navigation" experiment environment.The way-finding experiment method was adopted to examine how the use of navigation-aided tools affecting user’s behavior of spatial cognition learning in a virtual environment. Therefore, the present study adopted two different navigation-aided tools, "Plan Map" and "Navigation Indicator", to conduct way-finding experiments and to investigate the performance of spatial positioning and way-finding strategies among participants. And whether it could help improve the user’s spatial disorientation, so enhance way-finding performance. A way-finding approach was designed to examine the procedure of spatial knowledge learning in order to understand the effects of navigation-aided tools affect user’s spatial cognition learning effects. The study intended to explore the implications of spatial cognition learning efficacy from those experiments.
The procedures were divided into three phases: 1. to conduct a pilot study and to establish the tester’s spatial knowledge mental map; 2. to conduct experiments and to record the result of the effectiveness of different navigation-aided tools; 3. to conduct an ad hoc analysis of spatial cognition learning effects.
The conclusions of the study were discussed as follow:
(1)Using the "Plan Map" navigation-aided tool, the results showed that poor performance of way-finding was found in time consuming, walking distance, location traceability and spatial orientation. On the other hand, using the "Navigation Indicator" navigation-aided tool, the results showed that the performance of participants was found in consistent with the results of prior spatial information navigation research, better way-finding performance.
(2)The result of study indicated that, after the spatial navigation training via using "Plan Map" navigation-aided tool, the spatial knowledge and mental map of participants was better obtained. In the following experiment without any assistance of navigation-aided tool , the better performance of way-finding and the choice of way-finding strategy in spatial cognitive learning was obtained as well. Therefore, the results showed that the use of "Plan Map" navigation-aided tool did gain a better efficacy in spatial cognition learning effects.
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