The purpose of this study was to examine the effect of navigation mode (passive versus active) on the virtual/real transfer of spatial\r\nlearning, according to viewpoint displacement (ground: 1m 75 versus aerial: 4m) and as a function of the recall tasks used. We\r\nhypothesize that active navigation during learning can enhance performances when route strategy is favored by egocentric match\r\nbetween learning (ground-level viewpoint) and recall (egocentric frame-based tasks). Sixty-four subjects (32 men and 32 women)\r\nparticipated in the experiment. Spatial learning consisted of route learning in a virtual district (four conditions: passive/ground,\r\npassive/aerial, active/ground, or active/aerial), evaluated by three tasks: wayfinding, sketch-mapping, and picture-sorting. In the\r\nwayfinding task, subjects who were assigned the ground-level viewpoint in the virtual environment (VE) performed better than\r\nthose with the aerial-level viewpoint, especially in combination with active navigation. In the sketch-mapping task, aerial-level\r\nlearning in the VE resulted in better performance than the ground-level condition, while active navigation was only beneficial\r\nin the ground-level condition. The best performance in the picture-sorting task was obtained with the ground-level viewpoint,\r\nespecially with active navigation. This study confirmed the expected results that the benefit of active navigation was linked with\r\negocentric frame-based situations.
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