Spatial Orientation Training in Virtual Reality: Designing for Cognitive Load and Spatial Ability

Abstract

This dissertation advanced the understanding of spatial orientation in VR training by applying cognitive load theory in connection to visuospatial working memory across three related studies. Study 1 used eye-tracking during two spatial tasks (object-based rotation via Purdue Spatial Visualization Test: Rotations and perspective-change via Santa Barbara Solids Test) to extend gaze-based measures across transformation types. Gaze metrics (encoding, transformation, confirmation, strategy ratio) revealed a large difference between the two spatial reasoning tasks in gaze behaviors, with encoding fixations emerging as the most sensitive and associated with accuracy. Study 2 is a qualitative investigation of a VR basketball tactic training prototype, revealing user design inputs on the balance between realism and simplicity, and emphasis on role clarity. These insights also informed areas of interest for eye-tracking investigation in subsequent research. Study 3 experimentally manipulated graphical fidelity (low vs. high) and user perspective (egocentric, exocentric defense-up, exocentric courtside) in a recognition task on basketball tactics. Higher graphical fidelity increased subjective cognitive load, while user perspectives in training affected spatial processing (more fixation transitions between areas of interest for training in exocentric views) and recognition time (slower recognition for training in egocentric trials). Spatial ability moderated these effects, particularly when training in egocentric view. Together, the studies showed how graphical fidelity and user perspective differentially influenced cognitive load, gaze behavior, and performance, and how spatial ability conditioned these relationships. The dissertation concluded with actionable guidelines: personalize graphical fidelity, teach encoding explicitly, and tailor designs to learners' spatial abilities.