The Influence Of Presentation Methods And Objectives On Spatial Knowledge Representation In Map Learning

Map is a helpful tool for spatial orientation and way-finding, to study the spatial knowledge acquired from a map and the mental representation of them has guiding significance for spatial learning and map design. This study simulated the presentation of electronic maps to investigate the effect of the map presenting modalities and the learners' goals on the mental representation of spatial knowledge. In the first experiment, subjects were asked to study a campus environment from a map in three sessions, half of the subjects studied a static map while half of them studied a mobile map. After each session, subjects were asked to perform four tasks:a straight-line distance comparison task?a route distance comparison task?an absolute direction judgment tas?a relative direction judgment task, some assessing survey knowledge and some assessing route knowledge. This experiment was designed to investigate the survey knowledge and route knowledge acquired by different map group and the changes of performance in three sessions. In the second experiment, each subject was randomly assigned to one of the three goal groups (survey, route and none) and studied the same maps, the statement verification test and the partial map recognition test were administered after each map study phase to assess survey knowledge and route knowledge.The results of the first experiment showed that:(1) In the straight-line distance comparison task, the static map learners and the mobile map learners' accurate rate increased across sessions. The static map group's accurate rate was significantly higher than the mobile map group's on the whole.(2)In the route distance comparison task, the static map learners' accurate rate in different sessions have no significant difference; the mobile map learners'accurate rate increased across sessions. There is no significant difference in accurate rate between the static map group and the mobile map group. (3)In the absolute direction judgment task, the static map learners and the mobile map learners' accurate rate increased across sessions. The static map group's accurate rate was significantly higher than the mobile map group's on the whole. (4)In the relative direction judgment task, the static map learners' accurate rate increased across sessions, while the mobile map learners' accurate rate in different sessions have no significant difference; There is no significant difference in accurate rate between the static map group and the mobile map group. The results of the second experiment showed that:The main effect of learning goal was not significant. The accurate rate did not significantly differ among goal groups.Integrated the results of the two experiments, the following conclusions are concluded:1?The map presenting modalities affect the performance of different spatial knowledge task. In the tasks assess survey knowledge, the performance of static map learner was better than that of the mobile map. In the tasks assess route knowledge, there is no significant difference between the performance of two groups.2?Learning experience affect the development of survey knowledge. With the increase of learning experience, the performance of the static map learners and the mobile map learners were both improved across sessions. The gap between the static map learners and the mobile map learners in the acquisition of survey knowledge is reduced.3?Learning experience affect the development of route knowledge, and different types of learning experience affect it in different ways. With the increase of learning experience about static map, the performance in the relative direction judgment task was improved. With the increase of learning experience about mobile map, the performance in the route distance comparison task was improved.4?Learning goal has no effect on the representation of spatial knowledge. The map learners of all goal groups perform better in survey knowledge statements relate to route knowledge statements.