Route-Oriented Tasks Help Initial Survey-Based Learning

Abstract

The role of route and survey information on the gradual acquisition of spatial knowledge was examined in a virtual environment (VE). Navigational focus was induced by having participants learn the environment using either an opaque (route) or transparent (survey) VE. Goal focus was induced by requiring participants to train to a sequential listing (route) or map-based (survey) criterion. During initial training, the presence of a route focus, based on the environment or the stated goal, led to better performance on a survey task than an exclusively survey focus. With increased training, performance with a survey-based focus matched that with a route-based focus. Early stage navigational learning in a survey-based environment benefited from the presence of a route goal. Later stage learning resulted in similar performance between route and survey goals and navigational learning environments.