The current research aims to explore the effects of a haptic augmented simulation on students" achievement and their attitudes towards Physics in an immersive virtual reality environment (VRE). A quasi-experimental post-test design was employed utilizing experiment and control groups. The participants were 215 students from a K-12 school in Istanbul, Turkey. The students were split into two groups and each group were respectively taught the subject "mass gravity in the solar system", employing traditional instructional methods for the control group and, as a treatment, utilizing a haptic force feedback application in a VRE for the experiment group. The data was gathered through an attitude questionnaire and an achievement test was analyzed administering descriptive and comparative analyses. Findings illustrated that use of a haptic force feedback application in a VRE had a significant and positive effect on students" achievement, as well as on their motivation, encouragement, autonomy, and learning quality.
The Parabolic Blending (PB) technique has been widely used in various research fields, such as rotor noise prediction, over the last few decades. However, in the literature, PB is not utilised for the thickness prediction of thermoformed products. In this study, Polystyrene (PS) sheets of various thicknesses were thermoformed using a lab-scale thermoforming machine. Firstly, thickness distributions in thermoformed PS products were obtained by the experimental method. Then, PB was used to estimate the thickness distribution of conical semi-finished thermoformed parts. The obtained results were then compared with the ones obtained experimentally. A comparison reveals that the use of PB provides more accurate thickness values than the experimental results. As a result, PB can be utilised for the prediction of thickness distribution in thermoformed products which have been formed by the same mould.
In the software development process, which must be coded depending on the platform, software engineering students should have the optimum hardware competence. In this study, the embedded systems course in the software engineering curriculum is replanned based on the project development process. Sixty software engineering students formed the sample of the research. The sample was divided into two groups, as study and control groups. Presentations of the projects developed by taking into account the multivariate project development stages were realised. A measurement instrument was developed to determine whether there is a change in the attitudes of software engineering students towards embedded systems and related technologies (α = 0.829). At the end of the course, it was determined that the attitudes of the students (survey group) who took the embedded systems course and those who did not take this course (control group) differed significantly. This differentiation is in favour of the survey group.
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