In order to evaluate the sensory perceptions of users who visited a train station, this study aimed to conduct an evaluation of their spatial emotions and identify the distance and type of transfer. For evaluation and verification, emotional recognition and wayfinding types were analyzed according to types in the groups (gender, age, and spatial familiarity) of experimental participants. There were two research questions: “Will the length of movement patterns in the experiment environment vary depending on the types of the participant group?” and “Is there any moderating effect in the interaction between spatial familiarity and the types of the participant groups?” A total of 28 participants were recruited with consideration of gender, age, and familiarity with spatial experience, which were used to analyze the participant groups. The experiment was conducted at a train station, and a vignette was presented to the participants to record the route and pattern of their wayfinding, followed by providing a questionnaire to record their spatial perception. SPSS was used to conduct a T-test, factor analysis, and multidimensional scaling (MDS). The differences in spatial perception were arranged in visual positioning based on emotional vocabulary, and average movement distances in the participant groups were compared in accordance with the type of wayfinding and interaction effect by ANOVA. The results showed that there was a difference in spatial perception depending on the negative emotional vocabulary and type of participant. An emotional positioning map for average comparison was prepared for each participant group (gender, age, and spatial familiarity) by using the factors extracted in the factor analysis (emotional factor, management factor, and aesthetic factor). Female and unfamiliar groups displayed negative results in the emotional factor (F = 7.202, p < 0.05). In addition, male and familiar groups displayed negative results in the management factor (F = 3.058, p < 0.10). In wayfinding, there was an interaction between gender and the resident group based on the status of their spatial familiarity. Through this, it was possible to extract negative emotional evaluations according to the type of participant and the interaction factors for the type and length of the wayfinding.

A critical question in interior design is how multisensory information is integrated into occupant perception and interpretation of the environmental contexts and meanings. Although there have been efforts to identify and theorize visual perception of interior factors or features (e.g., colors, fixtures, and signs), the hidden meanings behind visual attention and behaviors have been neglected in interior design research. This experimental phenomenological study investigates the impact of auditory stimuli on the gaze behaviors of individuals and the hidden meanings of their audio-visual perceptions of commercial interiors. Implementing eye-tracking and open-ended interviews, this study explored how the neurophysiological and phenomenological methods in complementary can serve for interior design research on the meaning of gaze behaviors. The study used a convenience sample of 26 participants, three coffee shop interior images, and two musical stimuli. Essential to this study is the interpretive analysis of corresponding eye-tracking and interview data. The results show that visual perception is affected by auditory stimuli and other interior elements and factors associated with personal experiences; however, no distinct gaze pattern is identified by the type of auditory stimuli. The fixation patterns showed mixed reflections of the participants' perceptions, e.g., a single fixation pattern reflecting participants' likes and dislikes. Findings included six essential meanings of participants' gaze behaviors. This study suggested that auditory and visual stimuli are reciprocal in individuals' perceptions. Rather than one affects the other, the interaction between sensory stimuli contributes to the complexity and intensity of multisensory stimuli people associate with their experiences and conceptualize with meanings they establish.

The mood and atmosphere of a service setting are essential factors in the way customers evaluate their shopping experience in a retail store environment. Scholars have shown that background music has a strong effect on consumer behavior. Retailers design novel environments in which appropriate music can elevate the shopping experience. While previous findings highlight the effects of background music on consumer behavior, the extent to which recognition of store atmosphere varies with genre of background music in sales spaces is unknown. We conducted an eye tracking experiment to evaluate the effect of background music on the perceived atmosphere of a service setting. We used a 2 (music genre: jazz song with slow tempo vs. dance song with fast tempo) × 1 (visual stimuli: image of coffee shop) within-subject design to test the effect of music genre on visual perception of a physical environment. Results show that the fixation values during the slow tempo music were at least two times higher than the fixation values during the fast tempo music and that the blink values during the fast tempo music were at least two times higher than the blink values during the slow tempo music. Notably, initial and maximum concentration differed by music type. Our findings also indicate that differences in scan paths and locations between the slow tempo music and the fast tempo music changed over time. However, average fixation values were not significantly different between the two music types.

Human cognitive processes in wayfinding may differ depending on the time taken to accept visual information in environments. This study investigated users’ wayfinding processes using eye-tracking experiments, simulating a complex cultural space to analyze human visual movements in the perception and the cognitive processes through visual perception responses. The experiment set-up consisted of several paths in COEX Mall, Seoul—from the entrance of the shopping mall Starfield to the Star Hall Library to the COEX Exhibition Hall—using visual stimuli created by virtual reality (four stimuli and a total of 60 seconds stimulation time). The participants in the environment were 24 undergraduate or graduate students, with an average age of 24.8 years. Participants’ visual perception processes were analyzed in terms of the clarity and the recognition of spatial information and the activation of gaze fixation on spatial information. That is, the analysis of the visual perception process was performed by extracting “conscious gaze perspective” data comprising more than 50 consecutive 200 ms continuous gaze fixations; “visual understanding perspective” data were also extracted for more than 300 ms of continuous gaze fixation. The results show that the methods for analyzing the gaze data may vary in terms of processing, analysis, and scope of the data depending on the purpose of the virtual reality experiments. Further, they demonstrate the importance of what purpose statements are given to the subject during the experiment and the possibility of a technical approach being used for the interpretation of spatial information.

We investigate the impact of augmented reality (AR) on spatial reasoning and visualization skills in design education by analyzing users’ interaction behaviors with AR environments. Specifically, we examine how prior experience in spatial design influences engagement with AR tools. To this end, we compare the eye movement and operational behaviors of two groups: participants with a background in 3D space design (experimental group) and those without such experience (control group). Participants manipulated virtual objects within real-world environments at a 1:1 scale, and we analyzed interaction frequency, duration, and efficiency using frequency analysis and independent samples t-tests in SPSS 25. The results indicate that, although both groups engaged similarly with AR content, the experimental group demonstrated more precise manipulation and a deeper understanding of spatial relationships, leading to more efficient task completion. These findings suggest that AR-based learning experiences should be tailored to learners’ spatial reasoning abilities to maximize educational benefits. Consequently, educators should design adaptive AR environments that accommodate diverse skill levels to ensure optimized learning outcomes in spatial design education.