Perspective taking ability is important in map reading for navigation – Unless you follow the instruction

Map reading for wayfinding involves mental transformations of visual information into route knowledge. The spatial perspective shift from the allocentric map view into the egocentric ground-level view is crucial, and individual differences in perspective taking ability play an important role in this transformation. In the present study, participants were asked to learn a short route from a map and then navigate the route from memory in a virtual environment. The goal of the present study was to improve map reading skills. The study examined whether map reading instructions or instructions combined with a short training (1) would result in better route learning, (2) would influence the role of perspective taking ability, and (3) would change map reading as revealed by gaze patterns. N = 84 participants took part in one of three conditions (control, instruction, instruction+training). In the instruction condition, fewer navigation errors were made than in the control condition, indicating better route learning. However, instruction combined with a short training was not effective for navigation performance. Perspective taking ability was substantially related to navigation errors in the control condition, but not in the treatment conditions. The corresponding aptitude-treatment interaction suggests that instructions diminished the role of spatial ability differences in map reading. Gaze patterns indicated that instructions influenced advised aspects of map reading. Moreover, gaze fixations on relevant map areas were related to navigation performance in the control condition, but not in the treatment conditions. Thus, instructions made map reading and navigation performance less dependent on pre-existing or non-existing reading strategies. Further exploratory analyses of gaze patterns and navigation errors revealed misconceptions about helpful map information and wayfinding challenges along the route. In summary, the study shows that map reading instructions for wayfinding were influential, however, further research on effective instruction and training for the acquisition of map reading skill in the context of wayfinding seems advisable. • The study examined learning a route from a digital map to navigate from memory. • Effects of map reading instructions and the role of spatial ability were studied. • Eye-tracking methodology was utilized to analyze reading processes. • Instruction improved wayfinding and reduced the influence of spatial ability. • Specific gaze patterns during map reading corresponded to reading instruction.