Improving the learning of physics concepts by using haptic devices

Neri, Luis; Shaikh, Uzma; Escobar-Castillejos, David; Magana, Alejandra J.; Noguez, Julieta; Beneš, Bedřich

doi:10.1109/fie.2015.7344069

Cited by 12 publications

(25 citation statements)

References 23 publications

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“…Research studies have reported positive results regarding the effectiveness of conveying abstract concepts when there is "touch" or manipulation of objects as compared to instruction where there is only visual support (Jones & Vesilind, 1996). However, previous research exploring conceptual understanding has not reported any consistent results to provide firsthand evidence for the existence of the cognitive impact of haptic technology (Neri et al, 2015;Sanchez et al, 2013).…”

Section: Understanding Electricity and Magnetismmentioning

confidence: 82%

“…The learning materials will also be enhanced to support constructivistlearning approaches with a focus on problem-based learning or inquiry-based learning strategies. Another interesting aspect to explore would be to calibrate different force feedbacks for different scenarios to enable students to certainly identify the dependence of the electric force with distance for the different charge configurations such as constant for plane charge, linear decrease for infinitely long line charge and quadratic decrease for point charge (Neri et al, 2015). Also, different tactile feedback stimulus patterns should be further explored by characterizing how distinctive tactile impressions (e.g., Nishino et al, 2013), can result in more meaningful interactions that conduct to learning and understanding.…”

Section: Limitations Conclusion and Future Workmentioning

confidence: 99%

“…The findings of this research, however, were inconclusive. In a similar work, Neri et al (2015) used a visuohaptic simulation in order to illustrate the dependency on distance of the electric force strength exerted on a test point charge by different charge distributions, for a sample of undergraduate engineering students.…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate students’ conceptual interpretation and perceptions of haptic-enabled learning experiences

Shaikh

Magana

Neri

et al. 2017

Int J Educ Technol High Educ

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Although visualization remains a primary mode of interaction in simulations, touch is the most common way people use to interact with the physical objects. A greater sense of immersion in a learning environment can be reached when the user is able to feel and manipulate objects as compared to only seeing or listening. Despite the affordances of haptic technologies, which could serve as scaffolds for deep conceptual learning, their true potential in education has not been fully harnessed and little research has been done to investigate its effectiveness for learning difficult concepts. This study explores the potential of haptic technologies in supporting conceptual understanding of difficult concepts in science, specifically concepts related to electricity and magnetism. A pretest-posttest study identified if students improved their conceptual understanding of electricity and magnetism concepts. Specifically, this study identified (a) how students, with different physics background, conceptually interpreted the tactile learning experience in the context of the visualization, and (b) students' perceptions on the use of haptic technologies for their learning, as well as their perceived usefulness and ease of use. Our results suggest that overall students significantly improved their conceptual understanding about electric fields for distributed charges after being exposed to a visuohaptic simulation guided activity. Regarding students' prior coursework, students with high school-only physics background outperformed students who have been previously exposed to college-level physics courses 8% higher in the posttest average score. Similarly, students overall agreed that they enjoyed using the haptic device for learning and found the technology as easy to interact with. Implications for teaching and learning are provided as well as venues for future work.

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Section: Understanding Electricity and Magnetismmentioning

confidence: 82%

Section: Limitations Conclusion and Future Workmentioning

confidence: 99%

See 1 more Smart Citation

Undergraduate students’ conceptual interpretation and perceptions of haptic-enabled learning experiences

Shaikh

Magana

Neri

et al. 2017

Int J Educ Technol High Educ

Self Cite

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“…Although previous research has reported the value added of presenting information in multiple modalities (e.g., Jones and Magana [35], Magana et al [49], Neri, et al [58], Zacharia [94,95], Zacharia and Constantinou [96]), there is an opening for future work to determine the optimal ways to integrate VH simulation into the curriculum [55,95]. Similarly, there is also a need to identify the best combination of both modalities (V → V + H and H → V + H) [49,91].…”

Section: Improving Conceptual Learning Via Vh Simulationsmentioning

confidence: 99%

Visuohaptic experiments: Exploring the effects of visual and haptic feedback on students’ learning of friction concepts

Yüksel

Walsh

Magana

et al. 2019

Comp Applic In Engineering

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In this study, we analyzed students’ reasoning and explanations of friction concepts before and after engaging in guided experimentation with visuohaptic (VH) simulations. The VH experimentation included two affordances: visual cues and haptic feedback. Specifically, we analyzed the outcomes of two treatment groups with different sequences of affordance introduction. The first treatment group started with visual cues, with haptic feedback added later, while the second treatment group started with haptic feedback and added the visual cues later. We recruited 48 students who had previously taken at least one physics course. Participants completed a pre‐ and posttest assessment, which included both procedural and conceptual questions about friction before and after the guided experimentation task. The results show that the participants from both treatment groups benefited from using VH simulations. Both treatment groups showed statistically significant pre/post improvements in their understanding of friction. Moreover, both treatment groups showed a statistically significant increase in the conceptual understanding of friction concepts from pretest to posttest with moderate to strong effect sizes. Implications for laboratory instruction are also discussed.

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“…After developing several visuo-haptic simulators for the teaching of physics in OpenGL and Unity environments [6,22,[28][29][30], the main contribution of this work is the identification of a methodology to facilitate the conceptualization, design, implementation, and evaluation of visuo-haptic environments aiming to foster the understanding and applications of physics and science concepts by engineering students in order to develop skills within the framework of Education 4.0.…”

Section: Related Workmentioning

confidence: 99%

VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0

et al. 2021

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Education 4.0 demands a flexible combination of digital literacy, critical thinking, and problem-solving in educational settings linked to real-world scenarios. Haptic technology incorporates the sense of touch into a visual simulator to enrich the user’s sensory experience, thus supporting a meaningful learning process. After developing several visuo-haptic simulators, our team identified serious difficulties and important challenges to achieve successful learning environments within the framework of Education 4.0. This paper presents the VIS-HAPT methodology for developing realistic visuo-haptic scenarios to promote the learning of science and physics concepts for engineering students. This methodology consists of four stages that integrate different aspects and processes leading to meaningful learning experiences for students. The different processes that must be carried out through the different stages, the difficulties to overcome and recommendations on how to face them are all described herein. The results are encouraging since a significant decrease (of approximately 40%) in the development and implementation times was obtained as compared with previous efforts. The quality of the visuo-haptic environments was also enhanced. Student perceptions of the benefits of using visuo-haptic simulators to enhance their understanding of physics concepts also improved after using the proposed methodology. The incorporation of haptic technologies in higher education settings will certainly foster better student performance in subsequent real environments related to Industry 4.0

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Improving the learning of physics concepts by using haptic devices

Cited by 12 publications

References 23 publications

Undergraduate students’ conceptual interpretation and perceptions of haptic-enabled learning experiences

Undergraduate students’ conceptual interpretation and perceptions of haptic-enabled learning experiences

Visuohaptic experiments: Exploring the effects of visual and haptic feedback on students’ learning of friction concepts

VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0

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