Exploring how children interact with 3D shapes using haptic technologies

Yiannoutsou, Nikoleta; Johnson, Rose; Price, Sara

doi:10.1145/3202185.3210771

Cited by 7 publications

(7 citation statements)

References 14 publications

(19 reference statements)

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“…It was found that children adopt different grasp styles of the haptic device than intended, which influences the control, angle, and rotation of the pen. It was also found that for typically developing children, haptic feedback presented at the same time as visual feedback tends to be overlooked [25]. These findings also reinforce the importance of determining the most intuitive design.…”

Section: Mathematicsmentioning

confidence: 64%

“…Intuitive design can be determined via further usability research. A study conducted by Yiannoutsou et al [25], investigated young children's use of a haptic device to explore 2D and 3D shapes through a serious game designed to support geometry learning. The research aims to inform haptic educational game design by understanding the usability of the device and the ways that tactile experience shapes children's concepts of shapes.…”

Section: Mathematicsmentioning

confidence: 99%

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Designing Pedagogically Effective Haptic Systems for Learning: A Review

Crandall

Karadoğan

2021

Applied Sciences

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Haptic technology enables users to utilize their sense of touch while engaging with a virtual representation of objects in a simulated environment. It is a bidirectional technology in that it facilitates the interaction between the user and these virtual representations by allowing them to apply force onto one another, which is analogous to our real-world interactions with physical objects as action-reaction pairs. The sense of touch is a powerful and innate learning tool that we readily employ starting from very early ages as infants even before learning to walk. Therefore, it is natural that incorporating haptic technology into pedagogical methods has been an active research area as it has significant potential to enrich the learning experience and provide an engaging environment for learners. In this paper, we reviewed studies from various disciplines that incorporate haptics to increase the quality of teaching and learning while emphasizing the underlying cognitive theories. In that direction, we describe two of the most common cognitive theories, the Cognitive Load and Embodied Cognition theories, that developers use to support haptic technology’s implications and use in learning environments. We then explore the effects of haptic design on its current applicability following these two theories. Finally, we summarize the best design practices to develop haptic simulations for learning, address gaps in current research, and propose new research directions.

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Section: Mathematicsmentioning

confidence: 64%

Section: Mathematicsmentioning

confidence: 99%

Designing Pedagogically Effective Haptic Systems for Learning: A Review

Crandall

Karadoğan

2021

Applied Sciences

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“…Mathematics is special field of science that contains the most abstract concepts among other fields. Several studies explore the possibility of improving children conceptualization of mathematical concepts by making the abstract more tangible [34], [35]. Bodily gestures are considered as a rich source of information that both students and teachers make mostly unconsciously while expressing graphs [36], [34].…”

Section: Related Workmentioning

confidence: 99%

AlloHaptic: Robot-Mediated Haptic Collaboration for Learning Linear Functions

Khodr

Kianzad

Johal

et al. 2020

2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN)

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Collaborative learning appears in a joint intellectual efforts of individuals to understand an object of knowledge collectively. In their search for understanding the problems, meanings, and solutions, learners employ different multi-modal strategies. In this work, we explore the role of force feedback in learners interaction with tangible hand-held robots. We designed a collaborative learning environment to provide embodied intuitions on linear mathematical functions combined with graphical representations and ran a first study involving 24 participants. Our analysis shows a positive learning gain for our learning activity. Moreover, to explore the link between different types of force feedback and learners' collaboration, we designed a focus group study with 12 participants. Our results suggest that the haptic communication channel affects the collaboration dynamic differently according to the nature of the learning task. We finish by proposing design insights for future exploration of haptic in collaborative learning.

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“…2283). In mathematics the omni Phantom has been used to support dynamic geometry learning for 10 year olds (haptic with 3D visuals) (Güçler et al 2013), trigonometry, using multimodal dynamic representations (abstract, visual and haptic) attaching haptic feedback to sine waves (Davis et al 2017), and primary school geometry learning (Yiannoutsou, Johnson and Price 2018). With adults, the vibro-tactile glove has been explored to provide a haptic sensation of tracing the borders of 3D objects, but studies suggest that long training times are needed to develop the ability to perceive shapes (Martínez et al 2016).…”

Section: Education and Trainingmentioning

confidence: 99%

“…Magnusson et al 2002). More recently the PHANToM has been used in classroom settings in the form of multimodal games for supporting visually impaired children's engagement with 3D objects tracing pathways/shapes (Patomäki et al 2004), learning geometry (Yiannoutsou et al 2018) and learning of electric circuits (Pietrzak et al 2007).…”

Section: Disability and Rehabilitationmentioning

confidence: 99%

The Terrain of Digital Touch Communication

Jewitt

Price

Mackley

et al. 2019

Human–Computer Interaction Series

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This chapter provides a descriptive map of digitally mediated touch communication. Whilst acknowledging our everyday interaction with touch screens, our focus is on emergent and semi-speculative touch technologies that want us to be able to touch and feel objects in new ways: from tangibles, wearables, haptics for virtual reality, through to the tactile internet of skin. It gives an overview of current state-of-the-art digital touch technologies, that enable new forms of touch communication in various contexts, such as work, leisure, learning, personal and social relationships and health and well-being. The chapter assess the scope, extent and findings of user studies to date, and identifies emerging issues around the social aspects of digital touch communication, that might involve human-object, humanhuman, human to robot or robot to human touch. In so doing, this map documents the resources for touch, the touch interactions supported and the kinds of touch communication practices that are being designed and identifies the social potentials and constraints of touch that are taken up by the designers of 'digital touch'.

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Exploring how children interact with 3D shapes using haptic technologies

Cited by 7 publications

References 14 publications

Designing Pedagogically Effective Haptic Systems for Learning: A Review

Designing Pedagogically Effective Haptic Systems for Learning: A Review

AlloHaptic: Robot-Mediated Haptic Collaboration for Learning Linear Functions

The Terrain of Digital Touch Communication

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