Exploring the Book Problem: Text Design, Mental Representations of Space, and Spatial Presence in Readers

Based on the MEC model of Spatial Presence, an experiment (N = 34) was conducted that explores the development of Spatial Presence in readers of text. Two techniques for text writing that may facilitate Spatial Presence were derived from the model and implemented in the stimulus production: the number of verbal spatial descriptions (cues) was varied (low versus high), and one text version included repeated instructions to imagine the portrayed space as vividly as possible. Findings indicate that the mental representation of described spaces is more vivid if much space-related information is presented by the text, but Spatial Presence is higher if less spatial cues are provided. These partially surprising results are discussed with respect to the MEC model and future directions of cross-media theorizing about Spatial Presence.