Multi-modal virtual environments for education with haptic and olfactory feedback

Richard, Emmanuelle; Tijou, Angèle; Richard, Paul; Ferrier, Jean-Louis

doi:10.1007/s10055-006-0040-8

Cited by 114 publications

(62 citation statements)

References 58 publications

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“…Richard et al, 2006). Reiner (1999) has considered students' construction of force concepts during interaction with a virtual environment, while Dede, Salzman, Loftin, and Ash (2000) used a haptic virtual model to improve students understanding of kinematics.…”

Section: Students' Interaction and Learning With Haptic Virtual Modelmentioning

confidence: 99%

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Exploring relationships between students’ interaction and learning with a haptic virtual biomolecular model

Schönborn

Bivall

Tibell

2011

Computers & Education

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Twenty students assigned to a haptics (experimental) or no-haptics (control) condition performed a "docking" task where users sought the most favourable position between a ligand and protein molecule, while students' interactions with the model were logged. Improvement in students' understanding of biomolecular binding was previously measured by comparing written responses to a target conceptual question before and after interaction with the model. A log-profiling tool visualized students' movement of the ligand molecule during the docking task. Multivariate parallel coordinate analyses explored any relationships in the entire student data set. The haptics group produced a tighter constellation of collected final docked ligand positions in comparison with no-haptics students, coupled to docking profiles that depicted a more fine-tuned ligand traversal. Students in the no-haptics condition employed double the amount of interactive behaviours concerned with switching between different visual chemical representations offered by the model. In the no-haptics group, this visually intense processing was synonymous with erroneously 'fitting' the ligand closer distances to the protein surface. Students who showed higher learning gains tended to engage fewer visual representational switches, and were from the haptics group, while students with a higher spatial ability also engaged fewer visual representational switches, irrespective of assigned condition. From an information-processing standpoint, visual and haptic coordination may offload the visual pathway by placing less strain on visual working memory. From an embodied cognition perspective, visual and tactile sensorimotor interactions in the macroworld may provide access to constructing knowledge about submicroscopic phenomena. The results have cognitive and practical implications for the use of multimodal virtual reality technologies in educational contexts.

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Section: Students' Interaction and Learning With Haptic Virtual Modelmentioning

confidence: 99%

“…Richard, Tijou, Richard, & Ferrier, 2006). Although studies investigating the role of haptics in science education are on the rise, have reported that little is known about the cognitive advantages of interacting with haptic virtual learning environments.…”

Section: Introductionmentioning

confidence: 99%

Exploring relationships between students’ interaction and learning with a haptic virtual biomolecular model

Schönborn

Bivall

Tibell

2011

Computers & Education

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“…To this end, olfactory data may be used to enhance the meaning and provide clarity of user presented information and increase the sense of reality and enjoyment in multimedia applications. Most of the existing work done using olfactory data integrated with other media objects has mostly been done in the virtual reality field (Boyd et al, 2006;Dinh et al, 1999;Drolet et al, 2009;Jones et al, 2004;Kaye 2001;Nakamoto et al, 2008;Richard et al, 2006;Tijou, Richard and Richard, 2006;Washburn and Jones, 2004;Zybura and Eskeland, 1999), and only one of the reported cases shows any significant results to show that adding olfactory data to such systems impacted on the sense of reality of the application quite considerably. For the experiment discussed in this paper, we have implemented a multimedia presentation display tool which combines visual, audio and olfactory data and presents olfaction-enhanced multimedia information content to users.…”

Section: Introductionmentioning

confidence: 99%

The sweet smell of success

Ghinea

Ademoye

2012

ACM Trans. Multimedia Comput. Commun. Appl.

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________________________________________________________________________Olfaction, or smell, is one of the last challenges which multimedia applications have to conquer. As far as computerised smell is concerned, there are several difficulties to overcome, particularly those associated with the ambient nature of smell. In this paper, we present results from an empirical study exploring users' perception of olfaction-enhanced multimedia displays. Findings show that olfaction significantly adds to the user multimedia experience. Moreover, use of olfaction leads to an increased sense of reality and relevance. Our results also show that users are tolerant of the interference and distortion effects caused by olfactory effect in multimedia. Categories and ________________________________________________________________________ INTRODUCTIONOlfactory enhanced multimedia displays concerns themselves with associating computer generated smell with other media in order to enrich the users' experience and perception of a multimedia presentation or application. That olfaction-enhanced multimedia is a challenging research area is reflected by the relative paucity of research works in this area.Current usage of olfaction in multimedia has mostly been limited to the area of multimodal information displays, particularly in the area of presenting system and application output in alternative modes for end users. In such systems, there are different output modes available for presenting information, but only one data medium is used at any time to convey the required information and olfactory data usage in such application systems would often be used in response to, or to signify, the occurrence of some application event. Our interest with olfaction in multimedia displays is however concentrated with its usage when combined with other media. To this end, olfactory data may be used to enhance the meaning and provide clarity of user presented information and increase the sense of reality and enjoyment in multimedia applications. Most of the existing work done using olfactory data integrated with other media objects has mostly been done in the virtual reality field (Boyd et al., 2006;Dinh et al., 1999;Drolet et al., 2009;Jones et al., 2004;Kaye 2001;Nakamoto et al., 2008;Richard et al., 2006;Tijou, Richard and Richard, 2006;Washburn and Jones, 2004;Zybura and Eskeland, 1999), and only one of the reported cases shows any significant results to show that adding olfactory data to such systems impacted on the sense of reality of the application quite considerably.

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“…Hence, interacting with the environment could allow for meaning-making not necessarily exposed as formal scientific terminology but through an alternative intuitive process (cf. Richard, et al, 2006). This could parallel Dede's (2009) notion that changing "one's frame of reference" (in this case clasping and moving nanotubes) could be "a powerful means of understanding a complex phenomenon" (p. 66).…”

Section: Figure 6 a Screenshot Generated From The Video Of The Intermentioning

confidence: 99%

“…This could parallel Dede's (2009) notion that changing "one's frame of reference" (in this case clasping and moving nanotubes) could be "a powerful means of understanding a complex phenomenon" (p. 66). In summary, the conceptual dimensions that emerged suggest that the virtual environment could serve as an alternative vehicle for constructing understanding via a natural interface (Richard et al, 2006), as well as through off-loading and re-representation opportunities (Scaife & Rogers, 1996) embodied in the interaction (Wilson 2002).…”

Section: Figure 6 a Screenshot Generated From The Video Of The Intermentioning

confidence: 99%

Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology

Schönborn

Höst

Palmerius

et al. 2014

International Journal of Virtual and Personal Learning Environments

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The advent of nanoscientific applications in modern life is swiftly in progress. Nanoscale innovation comes with the pressing need to provide citizens and learners with scientific knowledge for judging the societal impact of nanotechnology. In rising to the challenge, this paper reports the developmental phase of a research agenda concerned with building and investigating a virtual environment for communicating nano-ideas. Methods involved elucidating core nano-principles through two purposefully contrasting nano “risk” and “benefit” scenarios for incorporation into an immersive system. The authors implemented the resulting 3D virtual architecture through an exploration of citizens' and school students' interaction with the virtual nanoworld. Findings suggest that users' interactive experiences of conducting the two tasks based on gestural interaction with the system serve as a cognitive gateway for engendering nano-related understanding underpinning perceived hopes and fears and as a stimulating pedagogical basis from which to teach complex science concepts.

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Multi-modal virtual environments for education with haptic and olfactory feedback

Cited by 114 publications

References 58 publications

Exploring relationships between students’ interaction and learning with a haptic virtual biomolecular model

Exploring relationships between students’ interaction and learning with a haptic virtual biomolecular model

The sweet smell of success

Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology

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