Navigation tools, like maps, compasses, and GPS devices are common in daily life. But do they help us learn large-scale spaces more easily? 

Given that self-report data are not fully ecologically valid in spatial cognition studies, we use cutting-edge technology to create more plausible and controlled environments to investigate our spatial abilities. 

In this line of research, we are investigating how effective navigation tools can be and ways to improve them. For instance, although a compass provides the same sort of directional information as other distant visual cues (like a mountain range to the West), is either actually used to learn an environment more easily? 

To answer these questions, we are using a virtual reality head-mounted display (HTC Vive) and an omnidirectional treadmill (Virtuix Omni VR) to create an immersive virtual environment (VE). Our participants walk on the treadmill and learn a widely-used virtual environment (Virtual Silcton) with or without various navigational cues. We then test whether they use these cues to aid in learning their surroundings and perform better on tasks that tap their large-scale spatial knowledge. This work will inform future approaches to improve and support spatial navigation behavior across individuals with vastly different spatial navigation abilities. 

Preprint here! 

Throughout evolutionary history, people navigated in real three-dimensional environments. In relatively recent times, desktop virtual reality (VR) and cutting-edge technologies like immersive VR are becoming accessible. 

Although some studies have shown similarities between real and virtual navigation, our understanding of individual variability in VR spatial knowledge has been limited. 

Desktop VR research supports that playing video games is associated with cognitive advantages like increased attention, visuospatial abilities, and spatial navigation skills. However, what accounts for video game players' improved spatial navigation ability is unclear. 

Here, we examine the relationship between video game experience, immersion, and spatial navigation ability. Our central hypothesis is that variations in the mental representation scale of environments account for the navigation performance differences between video game players and non-players. We will use a within-subjects quasi-experimental design, testing video game players and non-players in immersive and desktop VR. Participants will learn large-scale environments and get tested on their spatial knowledge and a new measure allowing inference on the scale of spatial representations. This work will be the first to investigate a mediated relationship between video game play and navigation through mental representation scales and uncover the processes behind the well-studied direct correlations.