Floor Plan Connectivity Influences Wayfinding Performance in Virtual Environments
Why this work is in the frame
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Bibliographic record
Abstract
The structure of the physical environment can have a significant influence on individuals’ ability to orient within it. We asked participants to perform a cued wayfinding task in two virtual environments to test the hypothesis that spatial orientation skills are indeed affected by the physical complexity of the environment. The two virtual environments used for testing differed solely in one objective measure of plan complexity, that is, the average number of connections at each decision point or terminal corridor. Our results showed that participants committed more errors and took longer to reach their destinations in the more interconnected environment. Performance was more efficient on trials in which participants were able to use previously learned routes relative to trials in which participants were forced to plan novel routes. These findings provide strong evidence that people’s ability to navigate in unfamiliar surroundings is affected by the layout complexity of the environment.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it