Room corners and how they influence the memory of visual information arranged on walls

Abstract

Abstract In formal and informal learning settings corresponding information units are often arranged in the space around the viewer. For example, teachers pin task relevant information on classroom walls, or museum curators arrange exhibits in museum halls. Often learners and visitors are expected to see meaningful relationships between these information units. Theoretically, Gestalt Psychology has been examining the effects of connecting and separating elements in visual information displays, leading to the question of whether these findings also hold in three-dimensional environments. Does the mostly rectangular form of our rooms also either highlight or downplay relations between information dispersed across a room? Three experiments using virtual rooms showed that the matching pairs of pictures were memorized better if both pictures were arranged on the same wall instead of across two adjacent walls: that is, the presence of a room corner between matching pairs decreased memory (Experiments 1–3). Additionally, the findings showed that the participants’ orientation of their central field of view during learning influenced the effect of corners on memory. When initially looking around in rooms, participants most often oriented the center of their field of view toward the middle of a wall (Experiments 1 and 2); however, if they were restricted to orienting their field of view toward corners, the corner effect on memory vanished (Experiment 3). These findings suggest that room characteristics influence the exploratory behavior of viewers, thereby also affecting their memories of the presented information.