Individual differences in spatial learning from computer-simulated environments

A multivariate study examined relationships between the following factors: paper-and-pencil assessments of verbal and spatial ability, ability to form an accurate spatial representation of a large real-world environment, gend er, computer attitudes and experience, proficiency with the navigational in terface of a virtual environment (VE), and the ability to acquire acid tran sfer spatial knowledge from a VE. Psychometrically assessed spatial ability and proficiency with the navigational interface were found to make substan tial contributions to individual differences in the ability to acquire spat ial information from a VE. Gender influenced many VE-related tasks, primari ly through its relationship with interface proficiency and spatial ability. Measures of spatial knowledge of a VE maze were highly predictive of subse quent performance in a similar real-world maze, suggesting that VEs can be useful for training people about real-world spaces.