Affiliation
Univ Arizona, Dept Syst & Ind Engn, Coll EngnIssue Date
2020-06-16Keywords
spatial knowledgelearning methods
field navigation learning
2D map-assisted field navigation learning
virtual street view map learning
active learning
passive learning
Metadata
Show full item recordPublisher
FRONTIERS MEDIA SACitation
Qiu, X., Wen, L., Wu, C., Yang, Z., Wang, Q., Li, H., & Wang, D. (2020). Impact of Learning Methods on Spatial Knowledge Acquisition. Frontiers in Psychology, 11.Journal
FRONTIERS IN PSYCHOLOGYRights
Copyright © 2020 Qiu, Wen, Wu, Yang, Wang, Li and Wang. This an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).Collection Information
This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.Abstract
Research on the acquisition of spatial knowledge not only enriches our understanding of the theory of spatial knowledge representation but also creates practical value for the application of spatial knowledge. The aim of this study is to understand the impact of different learning methods on the acquisition of spatial knowledge, including the role of 2D maps, the difference between physical interaction and virtual interaction, and whether passive learning can replace active learning in virtual environments. One experiment was conducted, in which landmark knowledge and configurational knowledge were measured. Results indicate that 2D maps play a supporting role in acquiring both landmark knowledge and configurational knowledge. In addition, physical learning was associated with better spatial knowledge representation compared with virtual learning. An analysis of observational data in the third comparison found no significant difference between passive learning and active learning using virtual street view maps. However, with high-quality learning materials, passive learning can contribute to the acquisition of spatial knowledge more efficiently than active learning.Note
Open access journalISSN
1664-1078PubMed ID
32612561Version
Final published versionae974a485f413a2113503eed53cd6c53
10.3389/fpsyg.2020.01322
Scopus Count
Collections
Except where otherwise noted, this item's license is described as Copyright © 2020 Qiu, Wen, Wu, Yang, Wang, Li and Wang. This an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).