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Haptic augmentation of science instruction: Does touch matter?
Author(s) -
Jones M. Gail,
Minogue James,
Tretter Thomas R.,
Negishi Atsuko,
Taylor Russell
Publication year - 2006
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.20086
Subject(s) - haptic technology , kinesthetic learning , joystick , science education , likert scale , computer science , human–computer interaction , psychology , construct (python library) , multimedia , mathematics education , simulation , developmental psychology , programming language
This study investigated the impact of haptic augmentation of a science inquiry program on students' learning about viruses and nanoscale science. The study assessed how the addition of different types of haptic feedback (active touch and kinesthetic feedback) combined with computer visualizations influenced middle and high school students' experiences. The influences of a PHANToM (a sophisticated haptic desktop device), a Sidewinder (a haptic gaming joystick), and a mouse (no haptic feedback) interface were compared. The levels of engagement in the instruction and students' attitudes about the instructional program were assessed using a combination of constructed response and Likert scale items. Potential cognitive differences were examined through an analysis of spontaneously generated analogies that appeared during student discourse. Results showed that the addition of haptic feedback from the haptic‐gaming joystick and the PHANToM provided a more immersive learning environment that not only made the instruction more engaging but may also influence the way in which the students construct their understandings about abstract science concepts. © 2005 Wiley Periodicals, Inc. Sci Ed 90: 111–123, 2006