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Titre : | Investigating route learning, metacognition, and beacon-based strategies using virtual environments (2020) |
Titre original: | Apprentissage ditinéraire, métacognition et stratégie dutilisation des points de repère en tant que balises : une évaluation à laide denvironnements virtuels |
Auteurs : | Jamie Lingwood ; Emily Farran ; Yannick Courbois ; Mark Blades |
Type de document : | Article |
Dans : | European Review of Applied Psychology (Vol. 70, n° 4, October 2020) |
Langues: | Anglais |
Descripteurs : |
HE Vinci Cognition spatiale ; Orientation spatiale ; Réalité de synthèse ; Stratégie d'apprentissage |
Mots-clés: | Navigation spatiale ; Appariement visuel |
Résumé : |
Introduction
Dominant theories of wayfinding may have underestimated the ease with which adults can learn a route, even with minimal exposure to that route. Objectives In this paper we present three different experiments to provide a comprehensive picture of whether adults can learn complex routes consisting of a number of choicepoints, and if so, what strategies they might be employing to do so. Method and results We found that adults could learn a 15-junction route after only a single experience of the route (Experiment 1) but that they underestimated how good they would be at learning the 15-junction route (Experiment 2). In Experiment 3, we found that when learning a route made up of T shaped junctions, participants relied on a beacon strategy based on visual matching. Conclusions Collectively, these findings suggest that adults can learn complex routes, even with as many as 15 choicepoints, very quickly and without the need for repeated exposure. These findings have implications for theories of wayfinding and call into question the need for repeated exposure. |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/abs/pii/S1162908820300670 |