Designing a Visuohaptic Simulation to Promote Graphical Representations and Conceptual Understanding of Structural Analysis

Walsh, Yoselyn; Magana, Alejandra J.; Quintana, Jenny; Krs, Vojtĕch; Coutinho, Genisson Silva; Berger, Edward J.; Ngambeki, Ida; Efendy, Eddy; Beneš, Bedřich

doi:10.1109/fie.2018.8658885

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…Walsh et al [67] compared physical simulations of systems with pulleys to visuohaptics simulations, and the same group in [68] used visuo-haptics simulations to study the learning of electric charges and the magnetic fields. This work was also considered by Shaikh et al [69].…”

Section: Electromagnetismmentioning

confidence: 99%

Systematic Review of Multimodal Human–Computer Interaction

et al. 2022

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This document presents a systematic review of Multimodal Human–Computer Interaction. It shows how different types of interaction technologies (virtual reality (VR) and augmented reality, force and vibration feedback devices (haptics), and tracking) are used in different domains (concepts, medicine, physics, human factors/user experience design, transportation, cultural heritage, and industry). A systematic literature search was conducted identifying 406 articles initially. From these articles, we selected 112 research works that we consider most relevant for the content of this article. The articles were analyzed in-depth from the viewpoint of temporal patterns, frequency of usage in types of technology in different domains, and cluster analysis. The analysis allowed us to answer relevant questions in searching for the next steps in work related to multimodal HCI. We looked at the typical technology type, how the technology type and frequency have changed in time over each domain, and how papers are grouped across metrics given their similarities. This analysis determined that VR and haptics are the most widely used in all domains. While VR is the most used, haptic interaction is presented in an increasing number of applications, suggesting future work on applications that configure VR and haptic together.

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Section: Electromagnetismmentioning

confidence: 99%

Systematic Review of Multimodal Human–Computer Interaction

et al. 2022

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“…Walsh et al [52] performed a pilot study investigating engineering technology students' conceptual and representational knowledge of structural analysis (n = 37). The results suggested that students had fragmented conceptions and representational errors in their FBD regarding the forces acting on a truss structure when a specific external force acted on it in three different directions (Figure 1).…”

Section: Level 1: Requirements Analysis and Specificationmentioning

confidence: 99%

A learner‐centered approach for designing visuohaptic simulations for conceptual understanding of truss structures

Walsh

Magana

Will

et al. 2021

Comp Applic In Engineering

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The purpose of this study was to explore the process of designing a visuohaptic simulation for learning structural analysis following a learner-centered approach (LCD). Our implementation of an LCD approach followed a three-part iterative process: (1) requirements analysis and specification, (2) multimedia application design, and (3) prototype inspection. In designing the learning tasks, we employed a three-phase pedagogical approach of prediction, experimentation, and confirmation. We found that designing a visuohaptic si-

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Learning Statics through Physical Manipulative Tools and Visuohaptic Simulations: The Effect of Visual and Haptic Feedback

Walsh

Magana

2023

Electronics

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In this study, we: (a) compared the differences in the learning of friction concepts between a physical manipulative tool (PMT) and a visuohaptic simulation (VHS) in four different configurations (visually enhanced feedback on/off, force feedback on/off), and (b) analyzed the influence of the visual and haptic feedback for learning the concept of friction. Specifically, this study explored the role of an object’s size in friction. In a three-stage experiment (i.e., pre-test, experimentation, and post-test), 206 undergraduate students compared the friction force, speed, acceleration, and traveled distance between two cubes with the same weight but different sizes pushed on a smooth surface. Our results suggest that (a) VHS was an effective tool for promoting the learning of friction concepts actively, (b) learners in the VHS condition outperformed the learners in the PMT condition (PMT < VHS), (c) the easy identification of the forces by enhanced visual cues promoted the acquisition of scientific knowledge, (d) the haptic feedback promoted a grounded experience for learning about friction, and (e) learners in the Sequenced (H→H + V) condition had more learning benefits than the Simultaneous (H + V), Visual, and Haptic conditions. Students in the Sequenced (H→H + V) condition took advantage of the affordances of the virtual and physical manipulatives. The implication for teaching and learning is that the virtual and physical affordances of the learning tools and the students’ prior knowledge must be considered in the design of the VHS to enhance learning. For the education research, the study implied that body actions positively impacted the learning experience.

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Designing a Visuohaptic Simulation to Promote Graphical Representations and Conceptual Understanding of Structural Analysis

Cited by 3 publications

References 22 publications

Systematic Review of Multimodal Human–Computer Interaction

Systematic Review of Multimodal Human–Computer Interaction

A learner‐centered approach for designing visuohaptic simulations for conceptual understanding of truss structures

Learning Statics through Physical Manipulative Tools and Visuohaptic Simulations: The Effect of Visual and Haptic Feedback

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