This paper represents the culmination of a long series of studies by A. Kalia investigating how the presentation of computer-based, visually rendered environments effects spatial learning and environmental transfer for a range of people, both young and old, with and without vision loss. The research provides insight into how information requirements for spatial knowledge acquisition differ across visual interfaces as a function of age and visual status. The results have important basic implications to lifespan spatial cognition, as well as application to the design of display technology for navigation systems. 

In particular, the findings speak to the efficacy of VR technology for remote learning of unfamiliar environments for visually impaired individuals in order to facilitate navigation performance/ competency once in the physical space. This same concept showing the advantage of remote learning and pre-journey exploration is at the heart of my work using virtual verbal displays with non-visual virtual environments.