Research on spatial navigation is essential to understanding how mobile species adapt to their environments. Such research increasingly uses virtual environments (VEs) because, although VE has drawbacks, it allows for standardization of procedures, precision in measuring behaviors, ease in introducing variation, and cross-investigator…

Augmented reality (AR) as a mobile educational technology enables self-directed and interactive learning by anchoring multimedia-enhanced three-dimensional (3D) content at selected locations. Numerous systematic and meta-reviews for education, specifically for science, technology, engineering and mathematics (STEM), have demonstrated a wide range…

An improvement in cognitive performance through brain games play is implicit yet progressive. It is necessary to explore factors that potentially accelerate this improvement process. Like various other significant yet unexplored aspects, it is equally essential to establish a performative (fusion of accuracy and efficiency) insight about players'…

Virtual presence describes a users' perception of a virtual reality (VR) environment (VRE), specifically, of their "involvement" (sense of control within a virtual environment with minimal distractions) and "immersion" (multi-input sensory engagement providing apparent realism of objects and interactions). In education, virtual…

Navigation in a complex environment can rely on the use of different spatial strategies. We have focused on the employment of "allocentric" (i.e., encoding interrelationships among environmental cues, movements, and the location of the goal) and "sequential egocentric" (i.e., sequences of body turns associated with specific choice points)…

Proposed is a hierarchy of visual learning giving three primary stages of visual learning as well as seven hierarchical stages. A clarification of terms associated with visual learning is presented. (KR)