Biomedical Engineering Reference
In-Depth Information
Chapter 1
Sensory Contributions to Spatial Knowledge
of Real and Virtual Environments
David Waller and Eric Hodgson
Abstract
Most sensory systems are able to inform people about the spatial structure
of their environment, their place in that environment, and their movement through it.
We discuss these various sources of sensory information by dividing them into three
general categories: external (vision, audition, somatosensory), internal (vestibular,
kinesthetic) and efferent (efference copy, attention). Research on the roles of these
sensory systems in the creation of environmental knowledge has shown, with few
exceptions, that information from a single sensory modality is often sufficient for
acquiring at least rudimentary knowledge of one's immediate environment and one's
movement through it. After briefly discussing the ways in which sources of sensory
information commonly covary in everyday life, we examine the types and quality
of sensory information available from contemporary virtual environments, including
desktop, CAVE, and HMD-based systems. Because none of these computer medi-
ated systems is yet able to present a perfectly full and veridical sensory experience to
its user, it is important for researchers and VE developers to understand the circum-
stances, tasks, and goals for which different sensory information sources are most
critical. We review research on these topics, as well as research on how the omission,
limitation, or distortion of different information sources may affect the perception
and behavior of users. Finally, we discuss situations in which various types of virtual
environment systems may be more or less useful.
Brian and Sarah set up their campsite at dusk. At dawn the next morning, Sarah
decides to venture from the campsite briefly to explore the area. As she walks away
from the camp, the sights and sounds of a nearby brook recede into the background.
She feels her legs working, climbing uphill from the brook, her feet occasionally
slipping backwards slightly, down the muddy trail. As an owl flies by, it captures her
attention, and she turns her head quickly to watch it light in a nearby tree. Turning
her head to admire the bird does not disorient Sarah; nor does it cause her to change
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E. Hodgson
Department of Psychology, Miami University,
Psychology Building 218, Oxford, OH 45056, USA
e-mail: wallerda@muohio.edu
D. Waller
