Use of Haptics to Promote Learning Outcomes in Serious Games

Abstract

Integration of haptics in Serious Games (SGs) remains limited compared to vision and audio. Many works seem to limit haptic interactions to the mimicking of real life feelings. Here, we address this by investigating the use of haptics to promote learning outcomes in serious games. By analyzing how we learn, we proposed a model that identifies three learning outcomes: (1) engage the user with the content of the game, (2) develop technical skills, and (3) develop cognitive skills. For each learning skill, we show how haptic interactions may be exploited. We also show that the proposed model may be used to describe and to evaluate existing methods. It may also help in the designing of new methods that take advantage of haptics to promote learning outcomes.

Perception of a Haptic Stimulus Presented Under the Foot Under Workload

“…To this, the literature offers connected jackets to communicate non-visual information [40][41][42][43] or the wrist [16]. This new method will have a wider range of applications including spatial orientation and guidance, attention management, haptic guidance, assistance, and better learnability [44,45].…”

Review of Navigation Assistive Tools and Technologies for the Visually Impaired

“…Proper training should also be incorporated into the orientation and mobility of the visually impaired, as programs scheduled to train the blind and visually impaired to travel safely help in daily routine tasks and to fit into their community. Considering our previous work on serious games, we think that they may help in the training [ 118 , 119 , 120 ].…”

A Narrative Review of Virtual Reality Applications for the Treatment of Post-Traumatic Stress Disorder

“…(1) Learning as the primary mechanism of VRET (2) The application of key concepts of VR (immersion, presence, and interaction) in VRET These foundations could lead to the possibility of considering the therapy process as an SG because this type of game facilitates the effective application of a learner-centred model of learning [72]. SGs consist of activities that allow users to learn while having fun [73][74][75][76]. They are characterized by a utilitarian purpose, compounded by a playful purpose through the process of gamification [77].…”