An Interactive and Multi-sensory Learning Environment for Nano Education

Palmerius, Karljohan Lundin; Höst, Gunnar; Schönborn, Konrad J.

doi:10.1007/978-3-642-32796-4_9

Cited by 7 publications

(5 citation statements)

References 7 publications

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“…Our nano simulation, visualization and interaction platform, labelled NanoSim, was developed as part of a science center exhibition about nanoscience and nanotechnology [3]. It was conceptualised and developed for use as an interactive visualization whereby public users could gain access to the otherwise aperceptual properties and physical attributes of the nanoscale.…”

Section: Accessing Nano Through Exploranationmentioning

confidence: 99%

“…The significant impact that nano stands to make on humanity requires increased efforts for supporting public understanding of this area, with science centers seen as one central avenue for doing so [2]. In contributing to this mandate, we have previously developed an interactive simulation of otherwise imperceptible nanoscopic properties and interactions as part of an exhibition about nano [3]. The system, NanoSim, was designed to provide visitors with an interactive, immersive experience of the nanoworld that conveyed scientific concepts related to potential risks and benefits of nanotechnology [4].…”

Section: Introductionmentioning

confidence: 99%

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Nano for the Public: An Exploranation Perspective

Höst

Palmerius

Schönborn

2020

IEEE Comput. Grap. Appl.

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Public understanding of contemporary scientific issues is critical for the future of society. Public spaces, such as science centers, can impact the communication of science by providing active knowledge-building experiences of scientific phenomena. In contributing to this vision, we have previously developed an interactive visualization as part of a public exhibition about nano. We reflect on how the immersive design and features of the exhibit contribute as a tool for science communication in light of the emerging paradigm of exploranation, and offer some forward-looking perspectives about what this notion has to offer the domain.

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Section: Accessing Nano Through Exploranationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Nano for the Public: An Exploranation Perspective

Höst

Palmerius

Schönborn

2020

IEEE Comput. Grap. Appl.

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“…Other work in our group has also involved contributing to a fifth category of interactive visualization: gesture-based immersive virtual environments for communicating nano to students and the public (Lundin Palmerius et al 2012, Schönborn et al 2014. The NanoSim virtual environment ( Figure 1) simulates nanoscale interactions while users engage bodily movements in the form of hand gestures to interact with 3D nano-objects, and thereby gain access to otherwise imperceptible nanoscale structures and processes.…”

Section: 2mentioning

confidence: 99%

21st Century Nanoscience – A Handbook

Sattler

2020

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The rapid development of 21 st century nanoscience calls for the urgent promotion of both nano-skilled scientists and a nano-literate citizenry. However, the conceptual and cognitive challenges of accessing the counterintuitive and imperceptibly small nanoscale remain a significant barrier for learning and understanding. In response to these challenges, emerging nano education research in the last 10-15 years has seen the development and application of interactive visualization as a means for learners to explore nanoscientific principles. In this chapter, we first present selected examples of interactive visualization environments applied to teach nano-concepts in educational contexts. Secondly, we describe our findings from an educational study on students' interactions with a gesture-based immersive virtual nanoworld. Thirdly, we provide readers with access to a personal computer-based version of the studied virtual nanoworld and offer examples for how the content and features of the interactive simulation can be used as a nano education tool in the classroom.

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“…Figure 2 depicts the immersive and interactive features of the virtual environment. Further technical information is available in Lundin Palmerius, Höst, and Schönborn (2012).…”

Section: How Can These Scenarios Be Applied In the Design And Constru...mentioning

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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An Interactive and Multi-sensory Learning Environment for Nano Education

Cited by 7 publications

References 7 publications

Nano for the Public: An Exploranation Perspective

Nano for the Public: An Exploranation Perspective

21st Century Nanoscience – A Handbook

Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology

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