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AcademiaAbstract
The use of maps for navigation dates to ancient times, remaining the most utilized means for military operation planning. Topographic maps, represented by contour lines, are predominantly employed for this purpose. However, interpreting contour lines or 2D information might pose challenges, relying heavily on individuals' spatial abilities to mentally visualize and facilitate interpretation. Thus, traditional methods like sandboxes are often employed, albeit subject to the modeler's precision.
To address these issues, technology, such as virtual reality (VR), has been widely adopted, offering immersive applications for enhanced data visualization and interpretation, yielding novel outcomes. Accordingly, a VR application was developed leveraging real data, providing a seamless transition from conventional methods. The aim is to demonstrate how VR can enhance individuals' map reading and interpretation skills, particularly in military planning for position selection. Hypotheses suggest that VR can develop spatial skills, consequently improving map interpretation and planning performance.
The study evaluates VR's efficacy compared to conventional methods for individuals with limited spatial perception. Thirty-six participants were divided into groups based on spatial skills, employing within-subjects technique, alternating between conventional and VR applications. Variables included position choices and plan evaluations quantified on a scale of 0 to 10.
Results show VR influences position choices, improves grades, and reduces disparities, notably for users with lower spatial skills. VR offers better planning conditions, yielding higher grades and closer positions. Experiment order also impacts outcomes, with individuals performing better in conventional planning after VR use.
In conclusion, VR enhances decision consistency, reducing data variation compared to conventional methods. Spatial skills significantly affect planning outcomes, emphasizing technology's potential as a teaching tool to mitigate individual characteristic-related issues.