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Language understanding is essential for the navigation agent to follow instructions. We observe two kinds of issues in the instructions that can make the navigation task challenging: 1. The mentioned landmarks are not recognizable by the navigation agent due to the different vision abilities of the instructor and the modeled agent. 2. The mentioned landmarks are applicable to multiple targets, thus not distinctive for selecting the target among the candidate viewpoints. To deal with these issues, we design a translator module for the navigation agent to convert the original instructions into easy-to-follow sub-instruction representations at each step. The translator needs to focus on the recognizable and distinctive landmarks based on the agent’s visual abilities and the observed visual environment. To achieve this goal, we create a new synthetic sub-instruction dataset and design specific tasks to train the translator and the navigation agent. We evaluate our approach on Room2Room (R2R), Room4room (R4R), and Room2Room Last (R2R-Last) datasets and achieve state-of-the-art results on multiple benchmarks.
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Using a picture (or a thousand words) for supporting spatial knowledge of a complex virtual environment
Abstract External representations powerfully support and augment complex human behavior. When navigating, people often consult external representations to help them find the way to go, but do maps or verbal instructions improve spatial knowledge or support effective wayfinding? Here, we examine spatial knowledge with and without external representations in two studies where participants learn a complex virtual environment. In the first study, we asked participants to generate their own maps or verbal instructions, partway through learning. We found no evidence of improved spatial knowledge in a pointing task requiring participants to infer the direction between two targets, either on the same route or on different routes, and no differences between groups in accurately recreating a map of the target landmarks. However, as a methodological note, pointing was correlated with the accuracy of the maps that participants drew. In the second study, participants had access to an accurate map or set of verbal instructions that they could study while learning the layout of target landmarks. Again, we found no evidence of differentially improved spatial knowledge in the pointing task, although we did find that the map group could recreate a map of the target landmarks more accurately. However, overall improvement was high. There was evidence that the nature of improvement across all conditions was specific to initial navigation ability levels. Our findings add to a mixed literature on the role of external representations for navigation and suggest that more substantial intervention—more scaffolding, explicit training, enhanced visualization, perhaps with personalized sequencing—may be necessary to improve navigation ability.
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- Award ID(s):
- 1956466
- PAR ID:
- 10434859
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- Cognitive Research: Principles and Implications
- Volume:
- 8
- Issue:
- 1
- ISSN:
- 2365-7464
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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