Modified navigation instructions for spatial navigation assistance systems lead to incidental spatial learning

Gramann, K; Hoepner, P; Karrer-Gauss, K

Modified navigation instructions for spatial navigation assistance systems lead to incidental spatial learning

Gramann, K

Hoepner, P Karrer-Gauss, K

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Publication Type:: Journal Article
Citation:: Frontiers in Psychology, 2017, 8 (FEB)
Issue Date:: 2017-02-13

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Field	Value	Language
dc.contributor.author	Gramann, K https://orcid.org/0000-0003-2673-1832	en_US
dc.contributor.author	Hoepner, P	en_US
dc.contributor.author	Karrer-Gauss, K	en_US
dc.date.available	2017-01-30	en_US
dc.date.issued	2017-02-13	en_US
dc.identifier.citation	Frontiers in Psychology, 2017, 8 (FEB)	en_US
dc.identifier.uri	http://hdl.handle.net/10453/130093
dc.description.abstract	© 2017 Gramann, Hoepner and Karrer-Gauss. Spatial cognitive skills deteriorate with the increasing use of automated GPS navigation and a general decrease in the ability to orient in space might have further impact on independence, autonomy, and quality of life. In the present study we investigate whether modified navigation instructions support incidental spatial knowledge acquisition. A virtual driving environment was used to examine the impact of modified navigation instructions on spatial learning while using a GPS navigation assistance system. Participants navigated through a simulated urban and suburban environment, using navigation support to reach their destination. Driving performance as well as spatial learning was thereby assessed. Three navigation instruction conditions were tested: (i) a control group that was provided with classical navigation instructions at decision points, and two other groups that received navigation instructions at decision points including either (ii) additional irrelevant information about landmarks or (iii) additional personally relevant information (i.e., individual preferences regarding food, hobbies, etc.), associated with landmarks. Driving performance revealed no differences between navigation instructions. Significant improvements were observed in both modified navigation instruction conditions on three different measures of spatial learning and memory: subsequent navigation of the initial route without navigation assistance, landmark recognition, and sketch map drawing. Future navigation assistance systems could incorporate modified instructions to promote incidental spatial learning and to foster more general spatial cognitive abilities. Such systems might extend mobility across the lifespan.	en_US
dc.relation.ispartof	Frontiers in Psychology	en_US
dc.relation.isbasedon	10.3389/fpsyg.2017.00193	en_US
dc.title	Modified navigation instructions for spatial navigation assistance systems lead to incidental spatial learning	en_US
dc.type	Journal Article
utslib.citation.volume	FEB	en_US
utslib.citation.volume	8	en_US
utslib.for	1701 Psychology	en_US
utslib.for	1702 Cognitive Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
utslib.copyright.status	open_access
pubs.issue	FEB	en_US
pubs.publication-status	Published	en_US
pubs.volume	8	en_US

Abstract:

© 2017 Gramann, Hoepner and Karrer-Gauss. Spatial cognitive skills deteriorate with the increasing use of automated GPS navigation and a general decrease in the ability to orient in space might have further impact on independence, autonomy, and quality of life. In the present study we investigate whether modified navigation instructions support incidental spatial knowledge acquisition. A virtual driving environment was used to examine the impact of modified navigation instructions on spatial learning while using a GPS navigation assistance system. Participants navigated through a simulated urban and suburban environment, using navigation support to reach their destination. Driving performance as well as spatial learning was thereby assessed. Three navigation instruction conditions were tested: (i) a control group that was provided with classical navigation instructions at decision points, and two other groups that received navigation instructions at decision points including either (ii) additional irrelevant information about landmarks or (iii) additional personally relevant information (i.e., individual preferences regarding food, hobbies, etc.), associated with landmarks. Driving performance revealed no differences between navigation instructions. Significant improvements were observed in both modified navigation instruction conditions on three different measures of spatial learning and memory: subsequent navigation of the initial route without navigation assistance, landmark recognition, and sketch map drawing. Future navigation assistance systems could incorporate modified instructions to promote incidental spatial learning and to foster more general spatial cognitive abilities. Such systems might extend mobility across the lifespan.

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http://hdl.handle.net/10453/130093