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Journal of Computer Assisted Learning

Volume 33, Issue 5
Original article

Unpacking students' conceptualizations through haptic feedback

A.J. Magana

Corresponding Author

E-mail address: admagana@purdue.edu

Purdue University, , USA

Correspondence: Alejandra J. Magana, Purdue University, Knoy Hall Building, Room 231, 401 N. Grant Street, West Lafayette, IN 47907‐1421, USA. Email:

admagana@purdue.edu

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S. Balachandran

Purdue University, , USA

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First published: 06 June 2017
https://doi.org/10.1111/jcal.12198
Cited by: 1

Abstract

While it is clear that the use of computer simulations has a beneficial effect on learning when compared to instruction without computer simulations, there is still room for improvement to fully realize their benefits for learning. Haptic technologies can fulfill the educational potential of computer simulations by adding the sense of touch. Visuohaptic simulations may not only help students visualize these concepts, but they may also have the capability of enriching the learning experience and enhancing retention. To provide additional insights about how students conceptualize abstract and difficult concepts in science, this study proposes a sequencing approach. The research questions are: (1) what are undergraduate students' ways of conceptualizing electric fields through haptic feedback? And (2) what are undergraduate students' perceptions of using visuohaptic simulations for their learning of electric force concepts? Participants included nine undergraduate students who participated in a think aloud procedure. Data were analysed qualitatively using open coding followed by axial coding. The results suggest that students' conceptualized electric force concepts through embodied haptic experiences by inferring force–distance relationship, sign inference, shape of field and indirectly inferring the concept of electric potential. Students also perceived the value of using visual plus haptic simulations to help them understand and retain concepts.

Lay Description

What is already known about this topic:

  • Haptic technologies, when added to computer simulations have the potential to fully realize their benefits for learning.
  • Haptic feedback can support embodied learning by grounding movements during the learning process as learners manipulate virtual objects.
  • Previous research that compared virtual manipulatives with and without haptic feedback have reported inconsistent results.

What this paper adds:

  • To avoid visual information undermining tactile information, a sequencing approach is proposed.
  • Attentional anchors can help learners focus on the bodily movements first and then supplement those with visual information.

Implications for practice and/or policy:

  • The sequencing approach resulted in students conceptualizing related forces, force–distance relationships, shape of the electric fields and the concept of electric potential.
  • Students valued the affordances of visuohaptic simulations understand and retain concepts.
  • Future research studies should validate this sequencing approach to determine the order in which feedback (tactile or visual) should be provided.

Number of times cited: 1

  • W. David Stahlman, Mercedes McWaters, Erica Christian, Eric Knapp, Andrea Fritch and Jennifer R. Mailloux, Overshadowing between visual and tactile stimulus elements in an object recognition task, Behavioural Processes, 10.1016/j.beproc.2018.08.008, 157, (102-105), (2018).
    Crossref