A Virtual Object-Location Task for Children: Gender and Videogame Experience Influence Navigation; Age Impacts Memory and Completion Time

Sex differences in direction giving: Are boys better than girls?

Previous research has extensively documented sex differences favoring boys in various domains of spatial cognition. However, relatively little research has examined sex differences in children's direction giving. The current study aimed to bridge this gap. A total of 143 children aged 3 to 10 years were asked to describe and recall routes from survey perspectives (via maps) and route perspectives (via videos). Significant sex effects (favoring boys) in direction-giving accuracy were found in describing route trials. However, boys and girls did not differ in the frequency of utterances encoding landmarks and direction of turns, suggesting that the quality rather than the quantity of words played a more important role in explaining sex differences. In addition, there was no sex difference in the route recall task. Although accuracy was overall higher in the map condition than in the video condition, it did not moderate sex differences. Overall, our study showed a robust sex difference in direction giving, which has important theoretical implications for understanding the development of human sex differences and critical clinical implications for designing training programs to improve children's spatial cognition.

Are there sex differences in spatial reference memory in the Morris water maze? A large-sample experimental study

Sex differences have been found in allocentric spatial learning and memory tasks, with the literature indicating that males outperform females, although this issue is still controversial. This study aimed to explore the behavior of male and female rats during the habituation and learning of a spatial memory task performed in the Morris Water Maze (MWM). The study included a large sample of 89 males and 85 females. We found that females searched slightly faster than males during habituation with a visible platform. During learning, both male and female rats decreased the latency and distance traveled to find the hidden platform over the days, with males outperforming females in the distance traveled. Females swam faster but did not find the platform earlier, suggesting a less directed navigational strategy. Both sexes increased time spent in the target zone over the days, with no sex differences. Although females swam more in the periphery during the first days of the task, both sexes decreased the time spent in this area. Finally, only males increased swimming in the pool's center over the days, spending more time than females in this area across the entire training. In conclusion, we need to register several variables in the MWM and analyze path strategies to obtain more robust results concerning sex differences. Research on spatial learning should include both sexes to achieve a more equitable, representative, and translational science.

Immersive virtual reality for upper limb rehabilitation: comparing hand and controller interaction

Virtual reality shows great potential as an alternative to traditional therapies for motor rehabilitation given its ability to immerse the user in engaging scenarios that abstract them from medical facilities and tedious rehabilitation exercises. This paper presents a virtual reality application that includes three serious games and that was developed for motor rehabilitation. It uses a standalone headset and the user's hands without the need for any controller for interaction. Interacting with an immersive virtual reality environment using only natural hand gestures involves an interaction that is similar to that of real life, which would be especially desirable for patients with motor problems. A study involving 28 participants (4 with motor problems) was carried out to compare two types of interaction (hands vs. controllers). All of the participants completed the exercises. No significant differences were found in the number of attempts necessary to complete the games using the two types of interaction. The group that used controllers required less time to complete the exercise. The performance outcomes were independent of the gender and age of the participants. The subjective assessment of the participants with motor problems was not significantly different from the rest of the participants. With regard to the interaction type, the participants mostly preferred the interaction using their hands (78.5%). All four participants with motor problems preferred the hand interaction. These results suggest that the interaction with the user's hands together with standalone headsets could improve motivation, be well accepted by motor rehabilitation patients, and help to complete exercise therapy at home.

Studying the Development of Navigation Using Virtual Environments

Research on spatial navigation is essential to understanding how mobile species adapt to their environments. Such research increasingly uses virtual environments (VEs) because, although VE has drawbacks, it allows for standardization of procedures, precision in measuring behaviors, ease in introducing variation, and cross-investigator comparability. Developmental researchers have used a wide range of VE testing methods, including desktop computers, gaming consoles, virtual reality, and phone applications. We survey the paradigms to guide researchers' choices, organizing them by their characteristics using a framework proposed by Girard (2022) in which navigation is reactive or deliberative, and may be tied to sensory input or not. This organization highlights what representations each paradigm indicates. VE tools have enriched our picture of the development of navigation, but much research remains to be done, e.g., determining retest reliability, comparing performance on different paradigms, validating performance against real-world behavior and open sharing. Reliable and valid assessments available on open-science repositories are essential for work on the development of navigation, its neural bases, and its implications for other cognitive domains.

Multisensory GPS impact on spatial representation in an immersive virtual reality driving game

Individuals are increasingly relying on GPS devices to orient and find their way in their environment and research has pointed to a negative impact of navigational systems on spatial memory. We used immersive virtual reality to examine whether an audio–visual navigational aid can counteract the negative impact of visual only or auditory only GPS systems. We also examined the effect of spatial representation preferences and abilities when using different GPS systems. Thirty-four participants completed an IVR driving game including 4 GPS conditions (No GPS; audio GPS; visual GPS; audio–visual GPS). After driving one of the routes in one of the 4 GPS conditions, participants were asked to drive to a target landmark they had previously encountered. The audio–visual GPS condition returned more accurate performance than the visual and no GPS condition. General orientation ability predicted the distance to the target landmark for the visual and the audio–visual GPS conditions, while landmark preference predicted performance in the audio GPS condition. Finally, the variability in end distance to the target landmark was significantly reduced in the audio–visual GPS condition when compared to the visual and audio GPS conditions. These findings support theories of spatial cognition and inform the optimisation of GPS designs.

Effects of Classroom Design on the Memory of University Students: From a Gender Perspective

Classroom design has important effects on the cognitive functions of students. However, this relationship has rarely been analysed in terms of gender. The aim of the present study, therefore, is to analyse the influence of different design variables (classroom geometry, wall colour, and artificial lighting) on university students’ memories from a gender perspective. To do so, 100 university students performed a memory task while visualising different design configurations using a virtual reality setup. Key results show that certain parameters, such as 5.23 m classroom width, 10,500 Kelvin lighting colour temperature, or the blue hue on the walls influence men and women in a similar way, while a purple hue or walls with low colour saturation can generate significantly different behaviour, especially in cognitive processes such as short-term memory. In this study, the use of virtual reality proved to be a useful tool to explore the design effects of virtual learning environments, increasingly present due to training trends and catalysed by the 2020 pandemic. This is a turning point and an international novelty as it will enable the design of classrooms (both physical and virtual) that maximise the cognitive functions of learners, regardless of gender.

Sex Differences and the Role of Gaming Experience in Spatial Cognition Performance in Primary School Children: An Exploratory Study

Sex differences are repeatedly observed in spatial cognition tasks. However, the role of environmental factors such as gaming experience remains unclear. In this exploratory study, navigation and object-relocation were combined in a naturalistic virtual reality-based spatial task. The sample consisted of n = 53 Dutch children aged 9–11 years. Overall, girls (n = 24) and boys (n = 29) performed equally accurately, although there was an increase in accuracy with age for boys (η_p² = 0.09). Boys navigated faster than girls (η_p² = 0.29), and this difference increased with age (η_p² = 0.07). More gaming experience in boys versus girls (Cohen’s d = 0.88) did not explain any result observed. We encourage future confirmatory studies to use the paradigm presented here to investigate the current results in a larger sample. These findings could be beneficial for optimizing spatial cognition training interventions.

Virtual Morris water maze: opportunities and challenges

The ability to accurately recall locations and navigate our environment relies on multiple cognitive mechanisms. The behavioural and neural correlates of spatial navigation have been repeatedly examined using different types of mazes and tasks with animals. Accurate performances of many of these tasks have proven to depend on specific circuits and brain structures and some have become the standard test of memory in many disease models. With the introduction of virtual reality (VR) to neuroscience research, VR tasks have become a popular method of examining human spatial memory and navigation. However, the types of VR tasks used to examine navigation across laboratories appears to greatly differ, from open arena mazes and virtual towns to driving simulators. Here, we examined over 200 VR navigation papers, and found that the most popular task used is the virtual analogue of the Morris water maze (VWM). Although we highlight the many advantages of using the VWM task, there are also some major difficulties related to the widespread use of this behavioural method. Despite the task's popularity, we demonstrate an inconsistency of use - particularly with respect to the environmental setup and procedures. Using different versions of the virtual water maze makes replication of findings and comparison of results across researchers very difficult. We suggest the need for protocol and design standardisation, alongside other difficulties that need to be addressed, if the virtual water maze is to become the 'gold standard' for human spatial research similar to its animal counterpart.

Online Videogames Use and Anxiety in Children during the COVID-19 Pandemic

Videogames use has constantly increased among children and adolescents, with uncertain consequences on their health. This study aimed to assess the prevalence of videogames use and addiction in a sample of Italian children during the COVID-19 pandemic and their association with anxiety symptoms. One hundred and sixty-two children (M/F:78/84; age range: 8–10 years; average age 9.4 ± 0.7 years) completed the Videogame Addiction Scale for Children (VASC), the Test of Anxiety and Depression (TAD) and the Children’s Anxiety Meter—State (CAM-S). Demographic variables and data on the access to electronic tools and games preferences were also collected. Overall, 96.3% of the study participants stated to have access to one or more device. They reported a low risk of videogame addiction (VASC score (mean ± SD): 46.7 ± 15.4), a moderate level of trait anxiety (TAD score (mean ± SD): 135 ± 16.8) and a low state anxiety (CAM-S score (mean ± SD): 2.2 ± 2.1). Males reported to spend more time on videogames, to perceive higher self-control and to be more influenced by reinforcement mechanisms; females described higher levels of trait anxiety. In the regression analysis, state anxiety was a predictor of videogame use and addiction (p = 0.01). Further research is needed to confirm these data and to maximize the developmentally positive effects of videogames and preventing the negative consequences.

SLAM-based augmented reality for the assessment of short-term spatial memory. A comparative study of visual versus tactile stimuli

The assessment of human spatial short-term memory has mainly been performed using visual stimuli and less frequently using auditory stimuli. This paper presents a framework for the development of SLAM-based Augmented Reality applications for the assessment of spatial memory. An AR mobile application was developed for this type of assessment involving visual and tactile stimuli by using our framework. The task to be carried out with the AR application is divided into two phases: 1) a learning phase, in which participants physically walk around a room and have to remember the location of simple geometrical shapes; and 2) an evaluation phase, in which the participants are asked to recall the location of the shapes. A study for comparing the performance outcomes using visual and tactile stimuli was carried out. Fifty-three participants performed the task using the two conditions (Tactile vs Visual), but with more than two months of difference (within-subject design). The number of shapes placed correctly was similar for both conditions. However, the group that used the tactile stimulus spent significantly more time completing the task and required significantly more attempts. The performance outcomes were independent of gender. Some significant correlations among variables related to the performance outcomes and other tests were found. The following significant correlations among variables related to the performance outcomes using visual stimuli and the participants’ subjective variables were also found: 1) the greater the number of correctly placed shapes, the greater the perceived competence; 2) the more attempts required, the less the perceived competence. We also found that perceived enjoyment was higher when a higher sense of presence was induced. Our results suggest that tactile stimuli are valid stimuli to exploit for the assessment of the ability to memorize spatial-tactile associations, but that the ability to memorize spatial-visual associations is dominant. Our results also show that gender does not affect these types of memory tasks.

Non-immersive 3D virtual stimulus alter the time production task performance and increase the EEG theta power in dorsolateral prefrontal cortex

AIM

The study investigated the cortical activity changes and time production task performance induced by changes in motion speed of a non-immersive 3D virtual stimulus.

MATERIAL AND METHODS

Twenty-one individuals were participated in the crossover study with the visual-time reproduction task under three-speed conditions: original, slow and fast virtual stimulus. In addition, the electroencephalographic analysis of the theta band power in the dorsolateral prefrontal cortex was done simultaneously with time production task execution.

RESULTS

The results demonstrated that in the slow speed condition, there is an increase in the error in the time production task after virtual reality (p < 0.05). There is also increased EEG theta power in the right dorsolateral prefrontal cortex in all speed conditions (p < 0.05).

CONCLUSIONS

We propose that the modulations of speed of virtual stimulus may underlie the accumulation of temporal pulses, which could be responsible for changes in the performance of the production task of the time intervals and a substantial increase in right dorsolateral prefrontal cortex activity related to attention and memory, acting in cognitive domains of supraseconds.

Egocentric and allocentric spatial memory in typically developed children: Is spatial memory associated with visuospatial skills, behavior, and cortisol?

INTRODUCTION

Spatial orientation relies mainly on two frameworks. The egocentric depends on our own position and point of view. The allocentric relies on remembering, recalling, and recognizing environmental stimuli called landmarks. The aim of this study was to analyze the egocentric and allocentric spatial memory performance in children of different ages using two experimental memory card-placing tasks. We also aimed to examine relationships between spatial memory and other cognitive, physiological, and behavioral factors that, potentially, could be associated with spatial memory performance. Those were other visuospatial functions, the regular behavior of the child, cortisol levels, and daily life spatial memory.

METHODS

We assessed 62 children (5, 6, and 7 years) using card-placing tasks. We used RIST for IQ evaluation and subtest from NEPSY-II for visuospatial ability assessment. Collection of saliva sample was carried out for cortisol analysis. Parents completed BASC questionnaire for behavioral evaluation and ECM-Q questionnaire for daily life spatial memory evaluation.

RESULTS

Our results showed that older children performed better on mental rotation. Directionality, map interpretation, and daily memory were directly associated with both egocentric and allocentric orientation. Egocentric performance was positively related to leadership abilities but negatively to depression and atypicality, while allocentric performance was directly associated with adaptive behavior but inversely with hyperactivity. Finally, cortisol values were positively associated with allocentric performance.

CONCLUSIONS

Our study shows the development of different spatial abilities between 5 and 7 years, as well as the relationship between orientation performance, visuospatial skills, behavior, and cortisol.

Development of egocentric and allocentric spatial orientation abilities in children born preterm with very low birth weight

BACKGROUND

Very low birth weight preterm infants show neuropsychological alterations in functions such as memory or visuospatial skills, although certain related functions, such as spatial orientation, have not been studied.

OBJECTIVES

To compare children born preterm and at term between the ages of 5 and 7 years on egocentric and allocentric spatial orientation, and relate their performance to visuospatial skills, behavior, memory in daily environments, and perinatal risk factors.

STUDY DESIGN

Observational cross-sectional study.

SUBJECTS

88 very low birth weight children born preterm and 59 controls.

OUTCOME MEASURES

IQ (RIST), visuospatial skills (NEPSY II: Route Finding and Geometric Puzzles), spatial orientation (Egocentric and Allocentric Spatial Memory Test - Children's Version), behavior (BASC questionnaire for parents), memory in everyday environments (ECM-Q questionnaire for parents), and perinatal risk factors (collected from medical records).

RESULTS

Children born preterm obtain significantly lower scores than controls on the RIST, Route Finding, and Allocentric Spatial Memory Tests. Although spatial orientation is related to other neuropsychological variables in both premature and control children, there is no meaningful association with behavior or daily memory in children born preterm. The perinatal risk factors that are associated the most with visuospatial and orientation problems are surgical procedures and peri- and intraventricular hemorrhages.

CONCLUSIONS

Children born preterm with low birth weight present difficulties in their spatial orientation, and for this reason, we propose including these types of tasks in the usual neuropsychological evaluation.

Spatial orientation assessment in preschool children: Egocentric and allocentric frameworks

Spatial orientation is an important function in daily life because it allows us to reach a target place when moving through our environment, using self-centered (egocentric) or environmental information (allocentric). Compared to other cognitive functions, spatial orientation has been studied less in preschool ages. Some brain areas, such as the hippocampus and the temporal as well as the parietal and frontal cortices, are involved in spatial orientation. Therefore, when these brain regions are altered in neurological conditions or in atypical development in children, we would expect impairment of spatial abilities. The aim of this study is to review studies, published in recent years, that use egocentric and allocentric spatial orientation tasks for assessing spatial memory in preschool children, with the final goal of finding out which tests could be included in a clinical neuropsychological evaluation. We observed that although egocentric spatial orientation emerges first during development, allocentric spatial orientation tasks are employed at very early ages. Most of these tasks are performed in real environments, allowing children's self-movements and using environmental modifications, but technologies such as virtual or augmented reality are increasingly used. Other aspects are discussed, such as the lack of consensus in the nomenclature, the difficulty of tracing the course of development of spatial orientation, or the ecological validity of the tests used. We finally observed that there is greater interest in studying the allocentric framework than the egocentric one, which makes it difficult to compare the use of the two frames of reference during a neuropsychological evaluation in preschool-aged children.

Egocentric and allocentric spatial memory in healthy aging: performance on real-world tasks

Although normal aging has been related to several cognitive difficulties, other processes have been studied less, such as spatial memory. Our aim was to compare egocentric and allocentric memory in an elderly population using ecological tasks. Twenty-eight cognitively unimpaired participants performed Egocentric and Allocentric Spatial Memory Tasks, as well as Spatial Span from CANTAB, Benton's Judge of Line Orientation test (JoLO), and Montreal Cognitive Assessment test (MoCA). The results revealed that younger participants showed better performance than older participants on both the Egocentric and Allocentric Spatial Memory Tasks, although only the Egocentric test was able to discriminate between younger, middle, and older elderly participants. Learning effect was found in Allocentric Spatial Memory Task in younger and older groups, but not in the middle group. Allocentric and egocentric performance was not related to other visuospatial neuropsychological scores and gender did not influence performance in any task. Egocentric and Allocentric Spatial Memory Tasks may be useful tools in early screening for cognitive decline, as they are able to detect age differences in the cognitive unimpaired elderly population.

Memory for Object Location in Augmented Reality: The Role of Gender and the Relationship Among Spatial and Anxiety Outcomes

The potential of augmented reality (AR) technology for the study of spatial memory and orientation is a new research field. AR defines systems that attempt to enhance the user’s experience with the physical world. In our app, we enhance the sense of sight by adding interactive 3D elements to the real environment. Our app can be used in any real environment so that the experimental conditions during the tasks and the way in which an individual navigates are similar to those used in real life. With AR, the experimenter has a high level of control of the task and can store the participant’s responses accurately. The classical factors that influence an individual’s performance on virtual spatial tasks are gender and cognitive factors. The influence of emotional factors on spatial performance has been studied more recently. Since AR tasks for the study of spatial memory and spatial orientation are new developments, little is known about the factors that are related to performance on tasks of this type. In our study, we tested 46 young adults (26 women) in an AR object-location task that was performed in a building. The participants had to memorize the position of eight virtual objects while they were walking through the environment. We also assessed the participants’ performance on an object-recall task, a map-pointing task, and a paper-and-pencil spatial orientation task. The self-reported importance of different spatial strategies for wayfinding and the levels of trait anxiety and wayfinding anxiety were also evaluated. Our findings indicate that men performed better on the spatial paper-and-pencil test and spent more time completing the learning phase of the AR task. The spatial memory for the location of the objects in AR and on the map correlated positively. Anxiety was related to individual differences in the self-reported use of a spatial orientation strategy, but the association among them was weak. Trait anxiety was positively related to the time employed by the participants during the learning phase of the AR task, whereas wayfinding anxiety correlated negatively with the preference for an orientation strategy. Our results highlight the importance of anxiety in spatial orientation.