research-article

Public Access

The Impact of Prior Knowledge on the Effectiveness of Haptic and Visual Modalities for Teaching Forces

Authors:

Tabitha C. PeckAuthors Info & Claims

ICMI '21: Proceedings of the 2021 International Conference on Multimodal Interaction

Pages 203 - 211

https://doi.org/10.1145/3462244.3479915

Published: 18 October 2021 Publication History

All formats PDF

Abstract

We developed a haptically-enhanced physics simulation to investigate the effects of haptics on the understanding of conceptual concepts related to forces—specifically those related to buoyancy. We evaluated the effects of haptic force feedback, as well as traditional visual representations of forces, on learning via a between-participant user study. Participants completed a buoyancy assessment before and after interacting with the simulation. Haptics enhanced performance regardless of prior knowledge. However, the combined effect of haptics with visual cues differed based on participant prior knowledge. Participants with high prior knowledge significantly improved performance when given both abstract visual cues and haptic feedback combined. Participants with low prior knowledge significantly improved when given haptic feedback alone, and the combination of haptics with visual cues did not improve performance. Our results suggest that the prior knowledge of users and the visual cues used impact the effectiveness of haptically-enhanced simulations with respect to learning outcomes.

Supplementary Material

Supplementary material (p203-supplement.pdf)

Download
413.49 KB

MP4 File (p203-video.mp4)

Supplementary material

Download
6.76 MB

References

[1]

Michael L Anderson. 2003. Embodied cognition: A field guide. Artificial intelligence 149, 1 (2003), 91–130.

[2]

Lawrence W Barsalou. 2008. Grounded cognition. Annu. Rev. Psychol. 59(2008), 617–645.

[3]

Sanne MBI Botden, Fawaz Torab, Sonja N Buzink, and Jack J Jakimowicz. 2008. The importance of haptic feedback in laparoscopic suturing training and the additive value of virtual reality simulation. Surgical endoscopy 22, 5 (2008), 1214–1222.

[4]

Frederick P Brooks Jr, Ming Ouh-Young, James J Batter, and P Jerome Kilpatrick. 1990. Project GROPEHaptic displays for scientific visualization. ACM SIGGraph computer graphics 24, 4 (1990), 177–185.

[5]

Timothy R Coles, Dwight Meglan, and Nigel W John. 2010. The role of haptics in medical training simulators: A survey of the state of the art. IEEE Transactions on haptics 4, 1 (2010), 51–66.

Digital Library

[6]

Lisa K Fazio, Barbie J Huelser, Aaron Johnson, and Elizabeth J Marsh. 2010. Receiving right/wrong feedback: Consequences for learning. Memory 18, 3 (2010), 335–350.

[7]

Ian S Ginns and James J Watters. 1995. An analysis of scientific understandings of preservice elementary teacher education students. Journal of Research in Science Teaching 32, 2 (1995), 205–222.

[8]

Elizabeth Gire and Edward Price. 2014. Arrows as anchors: An analysis of the material features of electric field vector arrows. Physical Review Special Topics-Physics Education Research 10, 2(2014), 020112.

[9]

Peter C Gordon and Keith J Holyoak. 1983. Implicit learning and generalization of the” mere exposure” effect.Journal of Personality and Social Psychology 45, 3(1983), 492.

[10]

Allan Hackshaw. 2008. Small studies: strengths and limitations.

[11]

Insook Han and John B Black. 2011. Incorporating haptic feedback in simulation for learning physics. Computers & Education 57, 4 (2011), 2281–2290.

Digital Library

[12]

Ilonca Hardy, Angela Jonen, Kornelia Möller, and Elsbeth Stern. 2006. Effects of instructional support within constructivist learning environments for elementary school students’ understanding of” floating and sinking.”. Journal of Educational Psychology 98, 2 (2006), 307.

[13]

Andrew F Heckler. 2010. Some consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education 32, 14 (2010), 1829–1851.

[14]

Paul G Hewitt. 2002. Conceptual physics. Pearson Educación.

[15]

Dave Heywood and Joan Parker. 2001. Describing the cognitive landscape in learning and teaching about forces. International Journal of Science Education 23, 11 (2001), 1177–1199.

[16]

Lauri Immonen. 2008. Haptics in military applications. Diss. University of Tampere (December 2008)(2008).

[17]

Mina C Johnson-Glenberg, David Birchfield, Philippos Savvides, and Colleen Megowan-Romanowicz. 2011. Semi-virtual embodied learning-real world stem assessment. In Serious Educational Game Assessment. Brill Sense, 241–257.

[18]

Jane Johnston and Maija Ahtee. 2006. Comparing primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge needs in a physics activity. Teaching and Teacher Education 22, 4 (2006), 503–512.

[19]

M Gail Jones, Gina Childers, Brandon Emig, Joel Chevrier, Hong Tan, Vanessa Stevens, and Jonathan List. 2014. The efficacy of haptic simulations to teach students with visual impairments about temperature and pressure. Journal of Visual Impairment & Blindness 108, 1 (2014), 55–61.

[20]

M Gail Jones, James Minogue, Thomas R Tretter, Atsuko Negishi, and Russell Taylor. 2006. Haptic augmentation of science instruction: Does touch matter?Science Education 90, 1 (2006), 111–123.

[21]

Roberta L Klatzky, Susan J Lederman, and Dana E Matula. 1993. Haptic exploration in the presence of vision.Journal of Experimental Psychology: Human Perception and Performance 19, 4(1993), 726.

[22]

George Lakoff, Mark Johnson, and John F Sowa. 1999. Review of Philosophy in the Flesh: The embodied mind and its challenge to Western thought. Computational Linguistics 25, 4 (1999).

[23]

Lillian C McDermott, Peter S Shaffer, and Constantinos P Constantinou. 2000. Preparing teachers to teach physics and physical science by inquiry. Physics Education 35, 6 (2000), 411.

[24]

Ricardo G Menendez and James E Bernard. 2000. Flight simulation in synthetic environments. In 19th DASC. 19th Digital Avionics Systems Conference. Proceedings (Cat. No. 00CH37126), Vol. 1. IEEE, 2A5–1.

[25]

James Minogue and David Borland. 2016. Investigating students’ ideas about buoyancy and the influence of haptic feedback. Journal of Science Education and Technology 25, 2 (2016), 187–202.

[26]

James Minogue and Gail Jones. 2009. Measuring the impact of haptic feedback using the SOLO taxonomy. International Journal of Science Education 31, 10 (2009), 1359–1378.

[27]

James Minogue and M Gail Jones. 2006. Haptics in education: Exploring an untapped sensory modality. Review of Educational Research 76, 3 (2006), 317–348.

[28]

Dan Morris, Hong Tan, Federico Barbagli, Timothy Chang, and Kenneth Salisbury. 2007. Haptic feedback enhances force skill learning. In Second Joint EuroHaptics Conference and Symposium on Haptic Interfaces for Virtual Environment and Teleoperator Systems (WHC’07). IEEE, 21–26.

Digital Library

[29]

Lucian Panait, Ehab Akkary, Robert L Bell, Kurt E Roberts, Stanley J Dudrick, and Andrew J Duffy. 2009. The role of haptic feedback in laparoscopic simulation training. Journal of Surgical Research 156, 2 (2009), 312–316.

[30]

Mark Paterson. 2007. The senses of touch: Haptics, affects and technologies. Berg.

[31]

Tabitha C Peck, Laura E Sockol, and Sarah M Hancock. 2020. Mind the Gap: The Underrepresentation of Female Participants and Authors in Virtual Reality Research. IEEE Transactions on Visualization and Computer Graphics 26, 5(2020), 1945–1954.

[32]

Kern Qi, David Borland, Niall L Williams, Emily Jackson, James Minogue, and Tabitha C Peck. 2020. Augmenting physics education with haptic and visual feedback. In 2020 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). IEEE, 439–443.

[33]

Miriam Reiner. 1999. Conceptual construction of fields through tactile interface. Interactive Learning Environments 7, 1 (1999), 31–55.

[34]

David Rosengrant, Alan Van Heuvelen, and Eugenia Etkina. 2009. Do students use and understand free-body diagrams?Physical Review Special Topics-Physics Education Research 5, 1(2009), 010108.

[35]

Konrad J Schönborn, Petter Bivall, and Lena AE Tibell. 2011. Exploring relationships between students’ interaction and learning with a haptic virtual biomolecular model. Computers & Education 57, 3 (2011), 2095–2105.

Digital Library

[36]

John Sweller. 1988. Cognitive load during problem solving: Effects on learning. Cognitive science 12, 2 (1988), 257–285.

[37]

Brian Tse, William Harwin, Alastair Barrow, Barry Quinn, Margaret Cox, 2010. Design and development of a haptic dental training system-haptel. In International conference on human haptic sensing and touch enabled computer applications. Springer, 101–108.

[38]

Cecilie Våpenstad, Erlend Fagertun Hofstad, Lars Eirik Bø, Esther Kuhry, Gjermund Johnsen, Ronald Mårvik, Thomas Langø, and Toril Nagelhus Hernes. 2017. Lack of transfer of skills after virtual reality simulator training with haptic feedback. Minimally Invasive Therapy & Allied Technologies 26, 6(2017), 346–354.

[39]

Stella Vosniadou. 2009. ‘Conceptual Metaphor Meets Conceptual Change’: Yes to Embodiment, No to Fragmentation. Human development 52, 3 (2009), 198–204.

[40]

Eric N Wiebe, James Minogue, M Gail Jones, Jennifer Cowley, and Denise Krebs. 2009. Haptic feedback and students’ learning about levers: Unraveling the effect of simulated touch. Computers & Education 53, 3 (2009), 667–676.

Digital Library

[41]

Robert L Williams, Meng-Yun Chen, and Jeffrey M Seaton. 2003. Haptics-augmented simple-machine educational tools. Journal of Science Education and Technology 12, 1 (2003), 1–12.

[42]

Yue Yin, Miki K Tomita, and Richard J Shavelson. 2008. Diagnosing and dealing with student misconceptions: Floating and sinking. Science scope 31, 8 (2008), 34.

[43]

Zacharias C Zacharia. 2015. Examining whether touch sensory feedback is necessary for science learning through experimentation: A literature review of two different lines of research across K-16. Educational Research Review 16 (2015), 116–137.

[44]

M Zhou, S Tse, A Derevianko, DB Jones, SD Schwaitzberg, and CGL Cao. 2012. Effect of haptic feedback in laparoscopic surgery skill acquisition. Surgical endoscopy 26, 4 (2012), 1128–1134.

Cited By

Pavlou YZacharia ZPapaevripidou M(2024)Comparing the impact of physical and virtual manipulatives in different science domains among preschoolersScience Education10.1002/sce.21869108:4(1162-1190)Online publication date: 6-Apr-2024
https://doi.org/10.1002/sce.21869
Pavlou YZacharia Z(2023)Using Physical and Virtual Labs for Experimentation in STEM+ Education: From Theory and Research to PracticeShaping the Future of Biological Education Research10.1007/978-3-031-44792-1_1(3-19)Online publication date: 2-Dec-2023
https://doi.org/10.1007/978-3-031-44792-1_1

Recommendations

Haptic around: multiple tactile sensations for immersive environment and interaction in virtual reality
VRST '18: Proceedings of the 24th ACM Symposium on Virtual Reality Software and Technology

In this paper, we present Haptic Around, a hybrid-haptic feedback system, which utilizes fan, hot air blower, mist creator and heat light to recreate multiple tactile sensations in virtual reality for enhancing the immersive environment and interaction. ...
The virtual haptic back for palpatory training
ICMI '04: Proceedings of the 6th international conference on Multimodal interfaces

This paper discusses the Ohio University Virtual Haptic Back (VHB) project, including objectives, implementation, and initial evaluations. Haptics is the science of human tactile sensation and a haptic interface provides force and touch feedback to the ...
Haptic Guidance: Experimental Evaluation of a Haptic Training Method for a Perceptual Motor Skill
HAPTICS '02: Proceedings of the 10th Symposium on Haptic Interfaces for Virtual Environment and Teleoperator Systems

In this paper we investigate a use of haptics for skills training which we call haptic guidance. In the haptic guidance paradigm, the subject is physically guided through the ideal motion by the haptic interface, thus giving the subject a kinesthetic ...

Comments

Please enable JavaScript to view thecomments powered by Disqus.

Information & Contributors

Information

Published In

cover image ACM Conferences

ICMI '21: Proceedings of the 2021 International Conference on Multimodal Interaction

October 2021

876 pages

ISBN:9781450384810

DOI:10.1145/3462244

Editors:
Zakia Hammal
Carnegie Mellon University
,
Carlos Busso
University of Texas at Dallas
,
Catherine Pelachaud
CNRS - ISIR, Sorbonne University
,
Sharon Oviatt
Monash University
,
Albert Ali Salah
Utrecht University and Boğaziçi University
,
Guoying Zhao
University of Oulu

Copyright © 2021 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Sponsors

SIGCHI: ACM Special Interest Group on Computer-Human Interaction

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 18 October 2021

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article
Research
Refereed limited

Funding Sources

National Science Foundation

Conference

ICMI '21

Sponsor:

SIGCHI

ICMI '21: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION

October 18 - 22, 2021

QC, Montréal, Canada

Acceptance Rates

Overall Acceptance Rate 453 of 1,080 submissions, 42%

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

2
Total Citations
View Citations
320
Total Downloads

Downloads (Last 12 months)167
Downloads (Last 6 weeks)24

Reflects downloads up to 19 Sep 2024

Other Metrics

View Author Metrics

Citations

Cited By

Pavlou YZacharia ZPapaevripidou M(2024)Comparing the impact of physical and virtual manipulatives in different science domains among preschoolersScience Education10.1002/sce.21869108:4(1162-1190)Online publication date: 6-Apr-2024
https://doi.org/10.1002/sce.21869
Pavlou YZacharia Z(2023)Using Physical and Virtual Labs for Experimentation in STEM+ Education: From Theory and Research to PracticeShaping the Future of Biological Education Research10.1007/978-3-031-44792-1_1(3-19)Online publication date: 2-Dec-2023
https://doi.org/10.1007/978-3-031-44792-1_1

View Options

View options

PDF

View or Download as a PDF file.

eReader

View online with eReader.

HTML Format

View this article in HTML Format.

Get Access

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

Media

Figures

Other

Tables

View Table of Contents