Furuya, HiroshiChoudhary, ZubinDeGuzman, Jasmine JoyceGottsacker, MattBruder, GerdWelch, GregHasegawa, ShoichiSakata, NobuchikaSundstedt, Veronica2024-11-292024-11-292024978-3-03868-245-51727-530Xhttps://doi.org/10.2312/egve.20241375https://diglib.eg.org/handle/10.2312/egve20241375Augmented reality (AR) technology enables advanced integration of spatial information useful in a variety of important domains, including for reading topographic maps in the field. It is also important to understand how this technology may potentially affect spatial learning ability. In this paper, we demonstrate the use of virtual reality (VR) to conduct a human-subject study investigating the impacts of different simulated AR topographic map interface designs on spatial learning outcomes. Our results show that interfaces that encourage engagement with the interface instead of with the map and the environment result in fast task completion times but poor spatial learning. We also found participant preference for a novel interface design that assists users with map orientation without explicitly guiding the user through the task.Attribution 4.0 International LicenseCCS Concepts: Human-centered computing → User studies; Virtual realityHuman centered computing → User studiesVirtual reality10.2312/egve.2024137510 pages