Spatial Knowledge Acquisition in the Context of GPS-Based Pedestrian Navigation - Maps for the Future Children Education and Internet - page 134

Fig. 11.4 How the number of sketched landmarks differs among different navigation conditions.
Vertical bars denote 95% confidence intervals

11.3.3 Errors in Sketching Turns (Missing/Wrong/Unnecessary
Turns in Sketch Maps)

The other aspect from the analysis of sketch maps was errors in sketching turns. We
compared each sketch map with the actual route map to check whether there were
any missing turns, any wrong turns (e.g., right turn in the actual route map, while
left turn in sketch maps), and any unnecessary turns. Each missing/wrong/unneces-
sary turn was counted as an error in sketching turn. Figure 11.5 shows the mean
number of errors in sketching turns.
The results shows that map users made considerably fewer errors in sketching
turns compared to AR users and voice users. This is consistent with our expectation:
in the AR-based and voice-based prototypes, turns were not conveyed/presented in
a spatial-related overview context. As a result, AR users and voice users would
make more errors in sketching turns. However, the difference among these three
navigation conditions was not significant (F(2,21)

1.23, p 0.31).

¼ ¼

11.3.4 Sense of Distance (Marking the Half of the Sub-routes)

In the test session, we asked participants to mark the half of the sub-routes on their
sketch maps. A grading system was developed to measure these marks. Every sub-
route was equally divided into 20 segments, which were named as “1”, “2” ... “9”,

“10”, “10”, “9” “2”, “1” respectively. A participant's mark was graded as the

name of the segment where it was located. Therefore, the grades scaled from 1
(worst) to 10 (best). Figure 11.6 shows the mean grade for each navigation condition.

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