ABSTRACT

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.

摘要

参考框架为空间认知提供结构，支持不同尺度的空间知识发展。本研究阐明了地理尺度（定义为从单一视角可视觉访问的空间范围）与优先使用不同参考框架（以自我为中心与以异体为中心）之间的关系。参与者通过在虚拟迷宫中传送来学习目标位置。利用沉浸式技术的灵活性和潜力，我们使用两个视角（地面视图和伪航空视图）操​​纵地理尺度，以检查参考框架倾向（由既定测试确定）如何影响每个尺度的空间学习。指向任务的结果表明，偏爱异中心参考系的参与者受益于伪空中视角，而偏爱以自我为中心的参考系的参与者更有效地利用了地面视角。细粒度的行为和认知分析为任务表现的差异提供了具体的解释，并为存在以自我为中心的调查表征提供了证据。结果对于理解沉浸式技术如何改变空间学习至关重要。细粒度的行为和认知分析为任务表现的差异提供了具体的解释，并为存在以自我为中心的调查表征提供了证据。结果对于理解沉浸式技术如何改变空间学习至关重要。细粒度的行为和认知分析为任务表现的差异提供了具体的解释，并为存在以自我为中心的调查表征提供了证据。结果对于理解沉浸式技术如何改变空间学习至关重要。