The cognitive benefits of dynamic representations in the acquisition of spatial navigation skills

• We compare performances of independent learners based on instructional dynamism.
• Dynamic instructional visualisations improved novel post-learning navigation performance.
• Improved task performance is not affected by learner’s cognitive abilities or experience.
• An interaction was observed between task complexity and instructional dynamism.

A representational theory of the mind suggests that human experiences and activities are underpinned by mental representations. This abstract task representation paradigm may explain a cognitive benefit of dynamic instructional visualisations over static alternative in the acquisition of novel procedural motor skills. In this sequel work, we explore and extend this view through empirical investigations of novel skill acquisitions in a separate but related domain of spatial navigation. We compare the post-learning virtual maze navigational performance of sixty novel learners across two groups. After controlling for spatial orientation ability and prior video gaming experience, participants that learned the task using dynamic instructional visualisations recorded significantly better performance measures than those in the static group. Additionally, within-group comparisons also show that the beneficial advantage of dynamic instructional visualisations over statics remained consistent across different task complexities. These findings provide further evidence to support the view that dynamic instructional visualisations afford more efficient transfer of novel procedural skills through computer based training than static visualisations. This has implications for instructional design especially when rapid novel situational awareness is desired such as in briefings for emergency firefighting or tactical military operations.