Haptic augmentation of science instruction: Does touch matter?

Jones, M. Gail; Minogue, James; Tretter, Thomas R.; Negishi, Atsuko; Taylor, Russell M.

doi:10.1002/sce.20086

Cited by 116 publications

(96 citation statements)

References 22 publications

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“…In biology, Jones, Minogue, Tretter, Negishi, and Taylor (2006) explored the use of haptic virtual models in students' interpretation of viruses. In a further study on learning with a 3D haptic virtual model of an animal cell, Minogue, Jones, Broadwell, and Oppewall (2006) found that haptic experiences improved students' ability to navigate and interpret the cell environment.…”

Section: Students' Interaction and Learning With Haptic Virtual Modelmentioning

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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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%

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

Schönborn

Bivall

Tibell

2011

Computers & Education

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“…In addition, some researchers have explored the effect of haptic augmentation of instruction on size and scale understandings [23,24]. For example, Jones et al [23] found that students in both limited-haptic and full-haptic environments made significant gains in their understandings of nanometer scale.…”

Section: Additional Influences On Conceptions Of Size and Scalementioning

confidence: 99%

“…Specifically, students in both treatment groups were more likely to identify examples of nano-sized objects and describe the degree to which a human would have to be shrunk to reach the size of a virus. In another study examining the influence of haptic augmentation on science learning, Jones et al [24] found that students who were given the opportunity to actively "touch" the viruses via haptic feedback appeared to be more interested and engaged in the educational experience. Also, the students' use of analogies increased with the use of a haptic desktop device, suggesting that this learning environment may influence the way in which the students construct their understandings about abstract science concepts.…”

Section: Additional Influences On Conceptions Of Size and Scalementioning

confidence: 99%

Published research on pre-college students’ and teachers’ nanoscale science, engineering, and technology learning

Bryan¹,

Magana²,

Sederberg

2015

Nanotechnology Reviews

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By the end of the first decade of the 21st century, it was clear that nanotechnology was emerging as one of the most promising and rapidly expanding fields of research and development worldwide. It would not be long before scientists, science educators, engineers, and policy makers began advocating for nanoscience, engineering, and technology (NSET) related concepts to be introduced in K-12 classrooms. Indeed, there has been a surge in the development of pre-college NSET-related education programs over the last decade, as well as millions in funding to support the creation of these programs. In an effort to characterize the state of research to date on pre-college students' and teachers' learning of NSET content knowledge and related practices, we have conducted a systematic review of the peer-reviewed, published research studies to answer the following questions: What NSET content knowledge and practices in a pre-college context have been examined in empirical learning studies? What do these studies tell us about the NSET content knowledge and practices that pre-college students and teachers are learning? Implications and recommendations for future research are also discussed.

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“…Recent work on learning in virtual environments in a nano-context has focused on letting users interact with simulations of advanced equipment such as atomic force microscopy [5,6]. However, apart from a few examples (e.g.…”

Section: Framing the Problemmentioning

confidence: 99%

An Interactive and Multi-sensory Learning Environment for Nano Education

Palmerius

Höst

Schönborn

2012

Haptic and Audio Interaction Design

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Abstract. Swift scientific advances in the area of nanoscience suggest that nanotechnology will play an increasingly important role in our everyday lives. Thus, knowledge of the principles underlying such technologies will inevitably be required to ensure a skilled industrial workforce. In this paper we describe the development of a virtual educational environment that allows for various direct interactive experiences and communication of nanophenomena to pupils and citizens, ranging from desktops to immersive and multi-sensory platforms. At the heart of the architecture is a nanoparticle simulator, which simulates effects such as short-range interaction, flexing of nanotubes and collisions with the solvent. The environment allows the user to interact with the particles to examine their behaviour related to fundamental science concepts.

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Haptic augmentation of science instruction: Does touch matter?

Cited by 116 publications

References 22 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

Published research on pre-college students’ and teachers’ nanoscale science, engineering, and technology learning

An Interactive and Multi-sensory Learning Environment for Nano Education

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