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Visuohaptic experiments: Exploring the effects of visual and haptic feedback on students’ learning of friction concepts
Author(s) -
Yuksel Tugba,
Walsh Yoselyn,
Magana Alejandra J.,
Nova Nestor,
Krs Vojtech,
Ngambeki Ida,
Berger Edward J.,
Benes Bedrich
Publication year - 2019
Publication title -
computer applications in engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.478
H-Index - 29
eISSN - 1099-0542
pISSN - 1061-3773
DOI - 10.1002/cae.22157
Subject(s) - haptic technology , affordance , task (project management) , psychology , sensory cue , treatment and control groups , visual feedback , cognitive psychology , human–computer interaction , computer science , mathematics education , simulation , artificial intelligence , engineering , medicine , systems engineering , pathology
In this study, we analyzed students’ reasoning and explanations of friction concepts before and after engaging in guided experimentation with visuohaptic (VH) simulations. The VH experimentation included two affordances: visual cues and haptic feedback. Specifically, we analyzed the outcomes of two treatment groups with different sequences of affordance introduction. The first treatment group started with visual cues, with haptic feedback added later, while the second treatment group started with haptic feedback and added the visual cues later. We recruited 48 students who had previously taken at least one physics course. Participants completed a pre‐ and posttest assessment, which included both procedural and conceptual questions about friction before and after the guided experimentation task. The results show that the participants from both treatment groups benefited from using VH simulations. Both treatment groups showed statistically significant pre/post improvements in their understanding of friction. Moreover, both treatment groups showed a statistically significant increase in the conceptual understanding of friction concepts from pretest to posttest with moderate to strong effect sizes. Implications for laboratory instruction are also discussed.