Previous work has examined whether immersive technologies can benefit learning in virtual environments, but the potential benefits of technology in this context are confounded by individual differences such as spatial ability. We assessed spatial knowledge acquisition in male and female participants using a technology not previously examined empirically: the digital fulldome. Our primary aim was to examine whether performance on a test of survey knowledge was better in a fulldome (N = 28, 12 males) relative to a large, flat screen display (N = 27, 13 males). Regression analysis showed that, compared to a flat screen display, males showed higher levels of performance on a test of survey knowledge after learning in the fulldome, but no benefit occurred for females. Furthermore, performance correlated with spatial visualization ability in male participants, but not in female participants. Thus, the digital fulldome is a potentially useful learning aid, capable of accommodating multiple users, but individual differences and use of strategy need to be considered.
|Number of pages||7|
|Journal||Cyberpsychology, Behavior, and Social Networking|
|Publication status||Published - 1 May 2017|
Bibliographical noteThe final publication is available from Mary Ann Liebert, Inc., publishers http://dx.doi.org/10.1089/cyber.2016.0399
Support for the preparation of this article was provided by a Research-Inspired Teaching Project Grant from the University of Plymouth and First Grant RES-061-25-0119 from the Economic and Social Research Council to S.S., and the Experiential Learning Centre for Excellence in teaching and learning directed by R.W.
- digital fulldome
- immersive virtual environment
- spatial learning
- virtual reality