The perceived duration of vast spaces is mediated by awe.

Looking out over the Pacific Ocean or the Grand Canyon can lead to a sense of vastness. As a perceptual phenomenon, vastness poses a unique challenge because traditional measures of distance are not capable of explaining such large spatial extents. Vastness, however, may lead to a sense of awe, and awe, in turn, can dilate one's experience of time. Time, then, may be a meaningful proxy measure of vastness. Whether vastness is related to the perception of time and if the emotional experience of awe plays a role in that relation was explored herein. Across three experiments, we examined the relation between vastness, awe, and perceived time. In Experiment 1, participants reproduced the perceived duration of images varying in vastness and rated them in terms of the awe experienced as if they were in the spaces. Greater vastness led to higher awe scores and longer duration estimates, with awe mediating the relation between vastness and time. Experiment 2 assessed if the average brightness of images, absent of scene structure, explained changes in perceived duration. Brightness did not explain variance in perceived duration; thus, the scene structure of vast scenes may play a role in altering perceived time. Experiment 3 examined if scene semantics could explain changes in perceived duration. Whereas the relation between vastness and perceived duration vanished, a weak, mediated effect still occurred. Ultimately, time may not be a proxy measure of vastness, but we find evidence that emotion can link the relation between spatial and temporal perception.

Mind the Gap: Gap Affordance Judgments of Children, Teens, and Adults in an Immersive Virtual Environment.

Affordances are possibilities for action that depend on both an observer's capabilities and the properties of the environment. Immersive Virtual Environments (IVEs) have been used to examine affordances in adults, demonstrating that judgments about action capabilities are made similarly to the real world. However, less is known about affordance judgments in middle-aged children and adolescents in IVEs. Differences in rate of growth, decision criteria, and perceived risk could influence affordance judgments for children. In Experiment 1, children, teens, and adults stood in an IVE at ground level or at a height of 15 m, and were asked to view gaps of different widths. Across all age groups, estimates of gap crossing were underestimated at the higher height compared to the ground, consistent with reports of fear and risk of falling. Children, compared to adults, underestimated their maximum crossable gap compared to their actual crossable gap. To test whether this difference was specific to IVEs or a more generalized age effect, children and adults were tested on gap estimates in the real world in Experiment 2. This real world study showed no difference between children and adults, suggesting a unique contribution of the IVE to children's affordance judgments. We discuss the implications for using IVEs to study children's affordances.

Fishing in greener waters: Understanding the impact of harmful algal blooms on Lake Erie anglers and the potential for adoption of a forecast model.

Harmful algal blooms (HABs) pose public health risks worldwide, because of the toxins that they can produce. Researchers have explored the impact of HABs on local economies, but know relatively little about the decision-making that informs these behaviors that lead to financial losses. Understanding the factors that inform this decision-making is critical to developing mitigative solutions. This study seeks to understand how HABs in Western Lake Erie affect angler decision-making, before evaluating a possible decision-support tool-a harmful algal bloom forecast known as the Experimental Lake Erie HAB Tracker. The HAB Tracker provides a nowcast and five-day forecast of the spatial distribution and transport of Microcystis, the predominant species of harmful algae in Western Lake Erie. Data collected using focus groups and surveys were coded to identify key themes that influence angler decision-making. The theory of the diffusion of innovations provides an analytical framework to evaluate the potential for widespread adoption of the HAB forecast among Lake Erie anglers. Analysis of emerging themes revealed that Lake Erie anglers face three key decision-points when fishing in HABs: whether to fish, where to fish, and whether to eat the fish. Five primary variables factored into angler decisions on where and whether to fish including 1) perceptions of HAB aesthetics, 2) perceptions of the impact of HABs on angler health, 3) perceptions of the impact of HABs on fish, 4) communication methods, 5) perceptions of HABs by customers of charter captains. Most participants in this study sought to avoid fishing in HABs primarily for aesthetic reasons. Recreational anglers are more likely than charter captains to adopt the HAB Tracker as a decision-support tool, because it is compatible with their information needs and provides a relative advantage over existing sources of information. Charter captains are less likely to adopt the HAB Tracker, because they rely on their existing knowledge and social network for HAB information. If researchers can reduce the complexity of forecast information while increasing its accessibility and reliability, then all anglers will be more likely to adopt a HAB forecast as a decision-support tool while fishing in Lake Erie during bloom season.

The Perceptual Basis of Vast Space.

"Vast" is a word often applied to environmental terrain that is perceived to have large spatial extent. This judgment is made even at viewing distances where traditional metric depth cues are not useful. This paper explores the perceptual basis of vast experience, including reliability and visual precursors. Experiment 1 demonstrated strong agreement in ratings of the spatial extent of two-dimensional (2D) scene images by participants in two countries under very different viewing conditions. Image categories labeled "vast" often exemplified scene attributes of ruggedness and openness (Oliva & Torralba, 2001). Experiment 2 quantitatively assessed whether these properties predict vastness. High vastness ratings were associated with highly open, or moderately open but rugged, scenes. Experiment 3 provided evidence, consistent with theory, that metric distance perception does not directly mediate the observed vastness ratings. The question remains as to how people perceive vast space when information about environmental scale is unavailable from metric depth cues or associated scene properties. We consider possible answers, including contribution from strong cues to relative depth.

Gaming science: the "Gamification" of scientific thinking.

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.