Improving Experiential Learning with Haptic Experimentation

Abstract

Abstract-Experiential learning reflects the idea of knowledge construction as a behavior change resulting from the interaction between the user and the environment leading to experiences, feelings and sensations. The use of virtual simulators in education is a path to foster experiential learning because they provide interactive environments that students can explore and observe. The use of haptic devices with these simulators adds a new dimension, touch, increasing their immersive capacity and the students' attraction and interest. Physics is an area particularly well-suited for the application of haptic simulators. The study of forces, for instance, is an area normally taught in a very abstract and theoretical way and students have extreme difficulty in relating those concepts with their practical application. The "Forces of Physics" haptic simulator described in this article allows experimenting various forces of physics such as the friction force, the aerodynamic force and the gravitational force.

Effects of a Haptic Augmented Simulation on K-12 Students’ Achievement and their Attitudes towards Physics

“…Specifically, an effective instruction in some realms, like Physics, Chemistry and Medicine, may require constructing knowledge through making observations and grasping experiences, together with gaining sensorimotor skills through hands-on practice. This can only be possible in an immersive learning environment that includes multi-sensory modalities (Dionisio et all, 1997;Santos & Carvalho, 2013). However, today"s traditional classroom settings are not efficient enough to help students construct their knowledge through experience, interaction, and observation.…”

“…In this vein, some subjects like study of forces in Physics which are usually based on abstract concepts are normally taught in a theoretical way. Thus, students have difficulty in learning these subjects and experience a big downturn in their motivation (Santos & Carvalho, 2013).…”

“…Hence, teaching and learning these abstract concepts may present some obstacles for both teachers and students. For instance, Santos and Carvalho (2013) asserted that "Physics ... is an area normally taught in a very abstract and theoretical way and students have extreme difficulty in relating those concepts with their practical application" (p. 7). However, Bozkurt (2008) claims that, in fact, it is not so difficult to teach students abstract laws and concepts of Physics.…”

“…However, Bozkurt (2008) claims that, in fact, it is not so difficult to teach students abstract laws and concepts of Physics. For example, the gravitational forces of Physics, which is traditionally taught by presenting students with theoretical and abstract knowledge, is an appropriate subject for the utilization of instructional simulations and haptics applications (Santos & Carvalho, 2013). In this vein, employing haptic applications in VRE, which foster experiential learning of students by offering them an immersive learning environment, may be a facilitator of teaching abstract subjects of Physics (Bozkurt, 2008;Civelek et all, 2012;Santos & Carvalho, 2013).…”

“…Research illustrates that learners are able to construct knowledge more effectively through observation and interacting with the virtual learning environments, as well as grasping and transforming their experiences (Bozkurt & Ilik, 2010;Karal & Reisoğlu, 2009;Kolb, 1984;Santos & Carvalho, 2013). In order to foster experiential learning in science classes, there is a need for immersive virtual learning environments that enable students to interact through touch and getting feedback from virtual objects.…”