A Perspective Review on Integrating VR/AR with Haptics into STEM Education for Multi-Sensory Learning

Sanfilippo, Filippo; Blažauskas, Tomas; Salvietti, Gionata; Ramos, Isabel; Vert, Silviu; Radianti, Jaziar; Majchrzak, Tim A.; Oliveira, Daniel

doi:10.3390/robotics11020041

Cited by 55 publications

(21 citation statements)

References 86 publications

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“…At the same time, AR users face the need to hold the smartphone, thus one hand is occupied and tactile interaction is limited 49 . Obviously, in the current research, the respondents still found it more convenient to cope with tasks using AR.…”

Section: Discussionmentioning

confidence: 99%

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The development of aesthetic experience through virtual and augmented reality

Zhou,

2024

Sci Rep

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Emerging technological innovations offer the potential for experiential engagement through virtual scenarios, yet the viability of this approach for educational purposes remains significantly underexplored. This study aims to assess the feasibility of Augmented Reality (AR) and Virtual Reality (VR) technologies in providing users with aesthetic experiences when visiting digital exhibitions. A total of 190 students participated in this investigation. The control group visited traditional exhibits at the Palace Museum in Beijing. This group underwent a survey to evaluate their acquired aesthetic experience. In contrast, the experimental group, comprising 96 students, engaged with VR/AR scenarios at the Palace Museum in Beijing. Accordingly, students in the experimental group were also surveyed to evaluate both their aesthetic experiences and, additionally, their user experiences. The survey results unveiled significant distinctions in aesthetic experiences between students in the control and experimental groups. Moreover, there were notable correlations between individual variables related to user and aesthetic experiences within the experimental group. Furthermore, the study revealed disparities in both user and aesthetic experiences among male and female students. The findings have implications for aesthetic education teachers and officials in the context of developing sound strategies for providing aesthetic experiences to their students. This information is also of interest to employees of museums, exhibitions, and other cultural facilities, who are interested in holding or hold digital exhibitions.

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Section: Discussionmentioning

confidence: 99%

“…Obviously, in the current research, the respondents still found it more convenient to cope with tasks using AR. However, performing more complex manipulations, as in the paper by Sanfilippo et al 49 , can be problematic in an AR environment.…”

Section: Discussionmentioning

confidence: 99%

The development of aesthetic experience through virtual and augmented reality

Zhou,

2024

Sci Rep

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“…For another instance, digital humans, the virtual human forms simulated by computers, could be the next‐decade's avatars as they are endowed with real humans' facial expressions, voices, and locomotions (Li et al, 2023) and could gain embodiment in the virtual world (Campbell & Jovanovic, 2022). Additionally, aligned with the development of multisensory technique solutions, multisensory XR, which can embody people through the replica of physical senses (Sanfilippo et al, 2022), could possibly replace nowadays' VR to be the dominant technological intermediary of virtual embodied experience.…”

Section: Discussionmentioning

confidence: 99%

A systematic literature review of virtual embodied experience

Chen,

Ning,

Chen

2023

Psychology and Marketing

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Virtual scenarios have brought intriguing enhancements to the in‐reality experiences of individuals, and a paradigm of embodiment, rather than disembodiment, has evolved. Research on virtual embodied experience has connected the trends of virtualization and embodiment of experience but remains scattered and inconclusive. This systematic review of 125 peer‐reviewed journal papers in the Scopus database uncovers extant work on the contextualization, conceptualization, and causal links of virtual embodied experience. It finds that extant literature neglects certain cutting‐edge scenarios. Research still needs to identify more explicit dimensional structures of virtual embodied experience and more antecedents and consequences along the causal chain. Research has grounded itself in theoretical constellations across cognitive and behavioral science, sociology, and computer science. Nevertheless, flaws remain, not least the use of disembodiment‐oriented theories to explain embodied experience and insufficient emphasis on the subjectivity of technology. As the lack of suitable research frameworks has presented obstacles to quantitative research, this study proposes a framework highlighting virtual embodied experience bridging virtual scenario elements (technological and environmental factors) and multiple consequences (perception, responses, and performances). This study sets out a future research agenda, including promising research directions such as exploring virtual embodied experiences in multiple virtual scenarios, clarifying its dimensional structures, and underlining the complexity of how it mediates virtual scenario elements and commercial consequences and how it leads to possible negative consequences.

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“…In the future, this same educational approach could be applied to new modules for the engineering mechatronics education curriculum. Moreover, the possibility of integrating virtual reality (VR)/augmented reality (AR) with haptics into these modules for multi-sensory learning may be considered [30,31].…”

Section: Discussionmentioning

confidence: 99%

Teaching Motion Control in Mechatronics Education Using an Open Framework Based on the Elevator Model

et al. 2022

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Universities and other educational institutions may find it difficult to afford the cost of obtaining cutting-edge teaching resources. This study introduces the adoption of a novel open prototyping framework in the context of mechatronics education, employing low-cost commercial off-the-shelf (COTS) components and tools for the motion control module. The goal of this study is to propose a novel structure for the motion control module in the engineering mechatronics curriculum. The objective is to foster a new teaching method. From a methodology perspective, students are involved in a series of well-organised theoretical lectures as well as practical, very engaging group projects in the lab. To help students understand, draw connections, and broaden their knowledge, the methods of surface learning and deep learning are frequently mixed thoroughly. The structure of the course as well as the key topics are discussed. The proposed open framework, which consists of an elevator model, is presented in details. Students’ early evaluation indicates that the course organisation and subjects are successful and beneficial.

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A Perspective Review on Integrating VR/AR with Haptics into STEM Education for Multi-Sensory Learning

Cited by 55 publications

References 86 publications

The development of aesthetic experience through virtual and augmented reality

The development of aesthetic experience through virtual and augmented reality

A systematic literature review of virtual embodied experience

Teaching Motion Control in Mechatronics Education Using an Open Framework Based on the Elevator Model

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