Spatial knowledge of a real school environment acquired from virtual or physical models by able-bodied children and children with physical disabilities
Foreman, Nigel and Stanton, Danae and Wilson, Paul N. and Duffy, Hester E. (2003) Spatial knowledge of a real school environment acquired from virtual or physical models by able-bodied children and children with physical disabilities. Journal of Experimental Psychology: Applied, 9 (2). pp. 67-74. ISSN 1076-898X
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Official URL: http://psycnet.apa.org/journals/xap/9/2/67/
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In Experiment 1, 2 groups of able-bodied children were exposed to both a complex single-tier virtual environment (VE) and a physical model of a different environment. For 1 group, the VE accurately modeled a real school, and for the other group the physical model did so. In transfer testing in the real school, orientation accuracy was greater in the group exposed to the VE of the real school. In Experiment 2, children with physical disabilities explored the VE model of the real school and were tested as in the 1st experiment. Measures of orientation accuracy and map-placing were significantly better in this group than in the guessing adult control group. The results illustrate the potential for VEs as useful spatial training media.
|Research Areas:||Middlesex University Schools and Centres > School of Science and Technology > Psychology|
|Citations on ISI Web of Science:||19|
|Deposited On:||13 Nov 2009 07:16|
|Last Modified:||15 May 2014 16:20|
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