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Background: Investigating the relationship between the human body and its spatial environment is a critical component in understanding the process of acquiring spatial knowledge. However, few empirical evaluations have looked at how the visual accessibility of an environment affects spatial learning. To address this gap, this paper focuses on geographic scale, defined as the spatial extent visually accessible from a single viewpoint. We present two experiments in which we manipulated geographic scale using two perspectives, a ground level and an elevated view, in order to better understand the scale effect on spatial learning. Learning outcomes were measured using estimates of direction and self-reports of mental workload., Results: In contrast to our hypothesis, we found few differences in spatial learning when comparing different perspectives. However, our analysis of pointing errors shows a significant interaction effect between the scale and spatial ability: The elevated perspective reduced the differences in pointing errors between low and high spatial ability participants in contrast to when participants learned the environment at ground level alone. Bimodal pointing distributions indicate that participants made systematic errors, for example, forgetting turns or segments. Modeling these errors revealed a unified alternative representation of the environment and further suggests that low spatial ability participants benefited more from the elevated perspective in terms of spatial learning compared to high spatial ability participants., Conclusions: We conclude that an increased geographic scale, which was accessible through an elevated perspective in this study, can help bridge the performance gap in spatial learning between low and high spatial ability participants.

Reference frames provide structure for spatial cognition and support spatial knowledge development across different scales. This study sheds light on the relationship between geographic scale, defined as the spatial extent visually accessible from a single viewpoint, and the preferential use of different reference frames (egocentric vs. allocentric) for environmental learning. Participants learned target locations by teleporting through a virtual maze. Leveraging the flexibility and potential of immersive technologies, we manipulated geographic scale using two perspectives, a ground-level view and a pseudo-aerial view, to examine how reference frame proclivity (determined by an established test) affects spatial learning at each scale. The results of a pointing task show that participants who preferred an allocentric reference frame benefited from the pseudo-aerial perspective, whereas participants who preferred an egocentric reference frame made more efficient use of the ground perspective. A fine-grained behavioral and cognitive analysis provides concrete explanations for differences in task performance and offers evidence for the existence of egocentric survey representations. The results are essential for understanding how immersive technologies change spatial learning. [ABSTRACT FROM AUTHOR]

Although immersive virtual reality is attractive to users, we know relatively little about whether higher immersion levels increase or decrease spatial learning outcomes. In addition, questions remain about how different approaches to travel within a virtual environment affect spatial learning. In this paper, we investigated the role of immersion (desktop computer versus HTC Vive) and teleportation in spatial learning. Results showed few differences between conditions, favoring, if anything, the desktop environment. There seems to be no advantage of using continuous travel over teleportation, or using the Vive with teleportation compared to a desktop computer. Discussing the results, we look critically at the experimental design, identify potentially confounding variables, and suggest avenues for future research. [ABSTRACT FROM AUTHOR]