The haptic paradigm in education: Challenges and case studies

Abstract

The process of learning involves interaction with the learning environment through our five senses (sight, hearing, touch, smell, and taste). Until recently, distance education focused only on the first two of those senses, visual and auditory. Internet-based learning environments are predominantly based on visual with auditory components. With the advent of haptic technology we can now simulate/generate forces and, as a result, the sense of touch. The gaming industry has pushed the "touch" on the "wire," allowing complex multimodal interactions online. In this article we provide a brief overview of the haptic technology evolution, potential for education, and existing challenges. We review recent data on the 21 st century students' behaviors, and share our experiences in designing interactive haptic environments for education. From the "Community of Inquiry" framework perspective, we discuss the potential impact of haptic feedback on cognitive and social presence.

Measuring with Murray: Touchscreen technology and preschoolers' STEM learning

“…Technology is one way to add the haptic modality to a learning experience. Indeed, prior research suggests that haptic feedback is particularly useful for learning STEM concepts because it provides more of a "real-life" experience and a more immersive learning environment (Hamza-Lup & Stanescu, 2010;Han & Black, 2011;Minogue & Jones, 2006).…”

Maximising sensory learning through immersive education

“…Contemporary technology includes the ability to simulate forces and hence administer sensations which are perceived as touch or force [25] . There are two aspects of touch or tactile feedback in immersive learning environments: "multimodal interfaces can be programmed to provide realistic force feedback (e.g.…”

“…When force feedback simulation is combined with visual simulation students are able to have what Reiner [27] (Cited by Weiber) [26] terms as an embodied experience which resulting in the learning developing more accurate mental models and representations said to enhance learning. Hamza-Lup and Stanescu [25] argue however that it is difficult to define relevant training tools that would benefit from haptic feedback. Furthermore, they go on to suggest that the concepts that best lend themselves to such simulation remains unclear and that further research regarding the evaluation of technology acceptance and impact on learning are areas requiring further research.…”

Bioscience Laboratory: Online and Face-to-Face Laboratory Experiences in Requisite Biosciences for Nursing At a Community College

“…Likewise, the fully face-to-face bioscience laboratory teaching methodology may negatively impact the nursing student. Face-to-face laboratories can be restrictive in learning opportunities as the dissection tissues are unresponsive compared to the electronic medium (McLachlan, Blich, Bradley & Searly, 2004) or do not allow for the extension and enhancement in design afforded by the online methodology (Bhargava, Antonakakis, Cunningham & Zehnder, 2005;Hamza-Lup & Stanescu, 2010). The dynamics of student interaction in the learning environment of the face-to-face classroom may also exclude the more reticent student (Harrington & Loffredo, 2010).…”