Incorporating haptic feedback in simulation for learning physics

Authors:
Insook Han;John B. Black
Affiliations:
Department of Education, Korea University, Anam-dong, Seongbuk-Gu, Seoul 136-702, Republic of Korea;Department of Human Development, Teachers College, Columbia University, 525 West 120th St., New York, NY 10027, USA
Venue:
Computers & Education
Year:
2011

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Abstract

The purpose of this study was to investigate the effectiveness of a haptic augmented simulation in learning physics. The results indicate that haptic augmented simulations, both the force and kinesthetic and the purely kinesthetic simulations, were more effective than the equivalent non-haptic simulation in providing perceptual experiences and helping elementary students create multimodal representations of the movements of gears. However, in most cases, force feedback was needed to construct a fully loaded multimodal representation that helps students to comprehend later instruction with less sensory modalities. In addition, the force and kinesthetic simulation was effective in helping to transfer knowledge to new learning situations. These findings suggest that it is important to help elementary students make a solid cognitive grounding with the use of a perceptual anchor.