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FP5

MEC Informe resumido

Project ID: IST-2001-37661
Financiado con arreglo a: FP5-IST
País: Portugal

How spatial presence affects learning performance

The issue of how Spatial Presence experiences relate to learning performances has been adressed by MEC in a review as well as in an empirical study.

The literature review indicates that VR or multimedia environments may be beneficial for the acquisition of various kinds of skills:

- For gaining factual (declarative) knowledge, VR may help to communicate complex objects, due to its powerful capability of (visual /3D) illustration and the possibility of interactive manipulation, which enables students to observe and experience relationships between the elements of a complex unit very directly.

- For learning of procedural knowledge, VR environments offer effective interactive practice grounds. This refers to training of
-- Motor behaviours (which can be performed in authentically simulated virtual environments),
-- Decision making in complex environments (which can be visualized in simplified, task-oriented style and in real time, allowing for a quick comprehension of relevant information), and
-- Task performance under mental load (e.g., emergency situations), which can be practiced in realistically simulated circumstances.

- For acquiring spatial skills and knowledge, navigation and orientation tasks in VR environments can train space-related perceptive, processing and memory capabilities, as VR allows for accurate representation of space, use of different perspectives, and task-oriented design of spatial environments. For instance, route knowledge and the capability to use maps for personal navigation in unknown territory are candidate skills suited for training in VR.

In an experiment, the effect of Spatial Presence experiences on a navigation performance task was tested.

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Reported by

UNIVERSIDADE FERNANDO PESSOA
PRACA 9 DE ABRIL, 349, PARANHOS
4249-004 PORTO
Portugal
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