A Haptic Tool for Group Work on Geometrical Concepts Engaging Blind and Sighted Pupils

Moll, Jonas; Pysander, Eva-Lotta Sallnäs

doi:10.1145/2493171.2493172

Cited by 17 publications

(8 citation statements)

References 45 publications

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“…When the user grabs the virtual ball, an invisible "rubber band" is created between the center of the proxy and the center of the ball. The same function has been used successfully in many earlier studies [35,37,44] and it provides a smooth and realistic feeling of controlling an object, by conveying sensation of both weight and inertia. When the user drops the ball by releasing the button on the PHANToM-device, the rubber band is deleted and the ball bounces away.…”

Section: Haptic Feedbackmentioning

confidence: 99%

Haptic feedback combined with movement sonification using a friction sound improves task performance in a virtual throwing task

Frid

Moll

Bresin

et al. 2018

J Multimodal User Interfaces

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In this paper we present a study on the effects of auditory-and haptic feedback in a virtual throwing task performed with a pointbased haptic device. The main research objective was to investigate if and how task performance and perceived intuitiveness is affected when interactive sonification and/or haptic feedback is used to provide real-time feedback about a movement performed in a 3D virtual environment. Emphasis was put on task solving efficiency and subjective accounts of participants' experiences of the multimodal interaction in different conditions. The experiment used a within-subjects design in which the participants solved the same task in different conditions: visual-only, visuohaptic, audiovisual and audiovisuohaptic. Two different sound models were implemented and compared. Significantly lower error rates were obtained in the audiovisuohaptic condition involving movement sonification based on a physical model of friction, compared to the visual-only condition. Moreover, a significant increase in perceived intuitiveness was observed for most conditions involving haptic and/or auditory feedback, compared to the visual-only condition. The main finding of this study is that multimodal feedback can not only improve perceived intuitiveness of an interface but that certain combinations of haptic feedback and movement sonification can also contribute with performance-enhancing properties. This highlights the importance of carefully designing feedback combinations for interactive applications.

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Section: Haptic Feedbackmentioning

confidence: 99%

Haptic feedback combined with movement sonification using a friction sound improves task performance in a virtual throwing task

Frid

Moll

Bresin

et al. 2018

J Multimodal User Interfaces

Self Cite

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“…Research studies by [68][69][70] highlight the importance of multi-user XR and group work in educational settings, particularly for individuals with visual impairments. Ref.…”

Section: Multi-user Extended Realities and Group Workmentioning

confidence: 99%

Breaking through Barriers: A Systematic Review of Extended Reality in Education for the Visually Impaired

Hamash,

Ghreir,

Tiernan

2024

Education Sciences

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Education for those who are visually impaired usually relies on modified materials and unique teaching methods. Nonetheless, the advent of Extended Reality marks a considerable change by providing immersive and interactive experiences that can surpass the challenges encountered in conventional learning due to visual impairments. This study aims to systematically review and analyse the existing literature on the use of extended realities in the education of individuals with visual impairment. This systematic review followed the Preferred Reporting Items for Systematic Reviews (PRISMA) statement as a formal systematic review guideline for data collection to ensure the quality and replicability of the revision process. Data were obtained from research studies over the period 2013–2023. The analysis included a total of 71 papers from Science Direct, ERIC, JSTOR, Taylor & Francis Online, and Scopus databases. The results show that Europe had the most publications on these topics during the past decade and that most papers were focused on higher education. Additionally, virtual reality was the most investigated topic. The findings indicate that extended reality has the potential to promote inclusion for the visually impaired in educational settings and provide them with enhanced educational experiences in many educational disciplines.

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“…First, virtual embodiment plays an important role in how learners view themselves and each other inside the VE, impacting learning outcomes and collaborative behavior by providing a sense of awareness and belonging (Edirisingha et al, 2009;McArdle and Bertolotto, 2012). Second, efficient communicational tools are essential for effective collaboration: verbal (audio) communication is crucial (Economou et al, 2001;De Pace et al, 2019), though additional modalities such as haptic technology can further enhance collaboration (Moll and Pysander, 2013). Third, usability and accessibility should be taken into consideration: VRCL systems should be accessible to all levels of technical skills as differences negatively affect group cohesion and learning between group members (Y.…”

Section: Skills and Competences Trained With Vrclmentioning

confidence: 99%

Virtual reality and collaborative learning: a systematic literature review

Meer

Werf

Brinkman

et al. 2023

Front. Virtual Real.

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Background: While research on Virtual Reality’s potential for education continues to advance, research on its support for Collaborative Learning is small in scope. With remote collaboration and distance learning becoming increasingly relevant for education (especially since the COVID-19 pandemic), an understanding of Virtual Reality’s potential for Collaborative Learning is of importance. To establish how this immersive technology can support and enhance collaboration between learners, this systematic literature review analyses scientific research on Virtual Reality for Collaborative Learning with the intention to identify 1) skills and competences trained, 2) domains and disciplines addressed, 3) systems used and 4) empirical knowledge established.Method: Two scientific databases—Scopus and Web of Science—were used for this review. Following the PRISMA method, a total of 139 articles were analyzed. Reliability of this selection process was assessed using five additional coders. A taxonomy was used to classify these articles. Another coder was used to assess the reliability of the primary coder before this taxonomy was applied to the selected articlesResults: Based on the literature reviewed, skills and competences developed are divided into five categories. Educational fields and domains seem interested in Virtual Reality for Collaborative Learning because of a need for innovation, communities and remote socialization and collaboration between learners. Systems primarily use monitor-based Virtual Reality and mouse-and-keyboard controls. A general optimism is visible regarding the use of Virtual Reality to support and enhance Collaborative LearningConclusion: Five distinct affordances of Virtual Reality for Collaborative Learning are identified: it 1) is an efficient tool to engage and motivate learners, 2) supports distance learning and remote collaboration, 3) provides multi- and interdisciplinary spaces for both learning and collaborating, 4) helps develop social skills and 5) suits Collaborative Learning-related paradigms and approaches. Overall, the reviewed literature suggests Virtual Reality to be an effective tool for the support and enhancement of Collaborative Learning, though further research is necessary to establish pedagogies.

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A Haptic Tool for Group Work on Geometrical Concepts Engaging Blind and Sighted Pupils

Cited by 17 publications

References 45 publications

Haptic feedback combined with movement sonification using a friction sound improves task performance in a virtual throwing task

Haptic feedback combined with movement sonification using a friction sound improves task performance in a virtual throwing task

Breaking through Barriers: A Systematic Review of Extended Reality in Education for the Visually Impaired

Virtual reality and collaborative learning: a systematic literature review

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