Learning force concepts using visual trajectory and haptic force information at the elementary school level

Young, Joseph; Stolfi, Carolyn; Tan, Hong Z.; Chevrier, J.; Dick, Brien; Bertoline, Gary R.

doi:10.1109/whc.2011.5945518

Cited by 9 publications

(7 citation statements)

References 17 publications

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“…Results of the analysis of the interaction with the virtual environment showed that students in the visual condition outperformed students in the haptic and visual condition in solving the exercises. Similar results were identified by Young and colleagues [57] for buoyancy (n = 87), as well as Minogue and colleagues [29] for cell biology (n = 80).…”

Section: Introductionsupporting

confidence: 86%

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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Section: Introductionsupporting

confidence: 86%

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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“…Students with high school-only physics background significantly outperformed students who have been previously exposed to college-level physics courses 8% higher in the posttest average score. Other studies have identified similar results; for example, Young et al (2011) identified that the addition of haptic feedback did not result in statistically significant learning differences between students in the experimental group and the control group in a study that explored elementary school students understanding of buoyancy. They did identify, however, that younger learners (i.e., fourth graders), were able to learn as much as older learners (i.e., sixth graders).…”

Section: Improvement-orientedmentioning

confidence: 54%

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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“…In this line, numerous works have been carried out on the effectiveness of animations to convey information about change in time and change over time (Chan and Black, 2006b;Tversky et al, 2002; for a review, see Bétrancourt and Tversky, 2000). More recently, there have been conflicting evidence that haptics can enhance learning by providing a support to building mental models Chan and Black, 2006a,b;Park et al, 2010;Young et al, 2011).…”

Section: Related Workmentioning

confidence: 99%

Haptics and graphic analogies for the understanding of atomic force microscopy

Millet¹,

Lécuyer

Burkhardt³

et al. 2013

International Journal of Human-Computer Studies

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This paper aims to evaluate the benefits of using virtual reality and force-feedback to help teaching nanoscale applications. We propose a teaching aid that combines graphic analogies and haptics intended to improve the grasp of non-intuitive nanoscale phenomena for people without prior knowledge of nanophysics. We look specifically at the most important nanophysical phenomenon, namely, the behavior of the probe of an Atomic Force Microscope (AFM) as it approaches a sample. The results from experiments carried out with 45 students indicate that a "magnet-spring" analogy helped beginners to establish the link between the behavior of a probe and its force-distance curve. The addition of haptic feedback increased focus about forces and improved the interpretation of the effect of cantilever stiffness. Haptic feedback and the analogical representation were very much appreciated by the subjects and had an impact on the construction of a mental model. Taken together, our results show a positive influence of using haptic feedback and graphic analogies, especially when students are first exposed to the notions that are in effect at the nanoscale.

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Learning force concepts using visual trajectory and haptic force information at the elementary school level

Cited by 9 publications

References 17 publications

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

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

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

Haptics and graphic analogies for the understanding of atomic force microscopy

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