Spatial Distribution of Local Landmarks in Route-Based Sketch Maps (original) (raw)
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Routes to Remember: Comparing Verbal Instructions and Sketch Maps
Lecture Notes in Geoinformation and Cartography, 2014
Sketch maps of routes have been widely used to externalize human spatial knowledge and to study wayfinding behavior. However, specific studies on what information and how people recall route information they obtain from verbal instructions by drawing sketch maps are limited. This chapter aims to know how much information, especially landmarks and streets, people recall after following a wayfinding task. We conducted an experiment and asked participants to draw a sketch map of the route they travelled. Landmarks were classified based on their locations on the route. Sketch maps were compared with verbal instructions to analyze what specific landmarks and street information people recalled as well as what other information was added. Our study showed that (1) landmarks along the route were sketched as often as landmarks located at decision points; (2) participants added landmarks and streets which were not mentioned in the verbal instructions. This chapter provides a better understanding of wayfinding strategies and spatial learning.
Turn-by-turn instructions of navigation systems do not fully correspond to the way in which people typically communicate spatial information to each other. Previous research demonstrated that the acquisition of survey knowledge from such instructions is challenging. In the present study we investigate whether it is possible to create wayfinding instructions that communicate survey information, without sacrificing the recall of route information. We explore whether the presentation of survey information can be easily mentally integrated with route information. To this end, we compared three different types of wayfinding instructions: turn-by-turn instructions , which include streets and metric distances; spatial chunking instructions which include local route information such as landmarks located at decision points and present instructions in cognitively logical chunks; and our orientation instructions, which combine local and global information of the route and integrate it within the environment's context. Instructions were presented in verbal and visual modes. Results showed that it is possible to improve the recall of survey information without sacrificing the recall of route-specific elements: visual orientation instructions resulted in significantly higher landmark recall rates, significantly higher quality sketch maps, and significantly more "survey-like" sketch map types. In the verbal mode, differences between orientation instructions and spatial chunking instructions were less clear, but the performance of both was better, compared to turn-by-turn instructions. These results contribute to the ongoing discussion on the potential reasons for the navigation systems' detrimental effect on spatial learning and demonstrate that people can learn both types of knowledge if the presentation style supports it. The overall amount of acquired knowledge could be improved through orientation instructions. Our study has practical implications for the future design of navigation systems.
When planning a route we usually study a map, ask other people for verbal directions, or use a route planner. Which source of information is most helpful? This experiment investigated human wayfinding and knowledge acquisition in urban environments. Participants were required to retrace two different routes learned either from route maps, or from verbal directions. This research shows that both maps and verbal directions are equally useful tools for conveying wayfinding knowledge. Even the survey knowledge of map-learners was not better. The authors argue that both verbal directions and maps are memorized in a language-based format, which is mainly used for wayfinding.
Wayfinding with Maps and Verbal Directions
Cognitive Science - COGSCI, 2005
This experiment investigated the role of the source of information as well as the route complexity for wayfinding performance and wayfinding knowledge acquired. Participants had to find a complex and a simple route in an unknown city with figural instructions (map) and verbal instructions (directions). The participants reported transforming the map into verbal directions; therefore no general difference between the instructions was found. On oblique intersections which were difficult to code verbally participants recalling the map tended to perform better but built up worse route knowledge. Figural information from the map was only used for wayfinding or pointing if these tasks could not be solved otherwise.
Landmarks in wayfinding: a review of the existing literature
Cognitive Processing
Landmarks are accepted as one of the vital elements in both virtual and real environments during wayfinding tasks. This paper provides an overview of the existing literature on the selection of landmarks in wayfinding mostly in large-scale urban environments and outdoors by discussing two main aspects of landmarks: visibility and salience. Environments and layouts used in previous studies, different tasks given to people and the main findings are explained and compared. Summary tables are created from these findings. The review concludes that there is mostly a consensus on the selection of landmarks, when considering their location. Accordingly, landmarks on route and also at decision points (with a turn) are more effective during wayfinding tasks. However, visibility of landmarks as well as visual and cognitive saliency need to be further investigated using different environments, tasks or different levels of familiarity with environments.
The Effects of Information Format and Spatial Cognition on Individual Wayfinding Performance
Buildings, 2019
Buildings with spatially complex interiors poise unique challenges during operations and maintenance. A complex interior makes wayfinding difficult, which can inhibit daily occupants from finding their desired location. Additionally, it can hamper emergency responders and evacuations during extreme emergency events. An experiment was conducted to analyze the effects of different information formats and spatial cognition on individual wayfinding in unknown environments. Participants were asked to memorize either a set of two-dimensional (2D) drawings or a three-dimensional (3D) model before navigating through a series of checkpoints in an unfamiliar environment. Individual wayfinding is dependent on an individual’s use of route knowledge or survey knowledge. Route knowledge was assessed from the start of the route to Checkpoint A (i.e., the first checkpoint). Meanwhile, survey knowledge was assessed from Checkpoint A to Checkpoint B. Spatial cognition of participants was measured by ...
Cognitive maps, spatial abilities, and human wayfinding
Geographical Review of Japan Series B, 2000
In this paper we discuss the relations between cognitive maps, spatial abilities and human wayfinding, particularly in the context of traveling without the use of sight. Initially we discuss the nature of cognitive maps and the process of cognitive mapping as mechanisms for ...
Qualitative Analysis of Sketched Route Maps: Translating a Sketch into Linguistic Descriptions
2004
Abstract—In this paper, we introduce our work on sketch understanding, focusing here on the analysis of a sketched route map. A route map is drawn to help someone navigate along a path for the purpose of reaching a goal. A hand-sketched route map does not generally contain complete map information and is not necessarily drawn to scale, but yet it contains the correct qualitative information for route navigation. Here we propose a methodology for extracting a qualitative model of a sketched route map, based on human navigation strategies, using spatial relationships. Linguistic descriptions are generated from the sketch, both in the form of detailed descriptions at discrete path steps and also as a high-level route description. To describe the path linguistically, one must first be able to understand the path in a qualitative sense. We assert that the translation of a sketch into linguistic descriptions illustrates that the essential qualitative path knowledge has been extracted. The...