June 24, 2017
June 24, 2017
June 28, 2017
Design in Engineering Education
Although the research on manipulatives reveals positive outcomes as compared to written or 2-D pictorial representations, the relative value of physical manipulatives, specifically, is mixed. In this paper, we hypothesize that computer-based haptic simulations have important advantages that are not available in a purely physical environment. We have performed several experiments in the study of the statics domain, identified the affordances of a physical manipulative setup, and proposed a way to adapt affordances from physical environments to the design of visuo-haptic simulations. Statics instruction is particularly well-suited because, in many cases, the rules of statics cannot be seen, but are readily available in the virtual environment. Our guiding research question was: “To what extent can affordances of physical manipulatives be built into visuo-haptic simulations? We have designed an experiment where students moved objects with different friction on different surfaces. Our study comprised seven students who were prompted with “what-if” scenarios where they first predicted what they thought might happen, and then tested their predictions by using a physical manipulative setup. We characterized students’ interactions using Gaver’s (1991) classification of affordances. Our results suggest a higher level of student engagement and motivation when using the physical manipulative setup. However, they also show greater confusion about: 1) density vs. weight, 2) mass vs. surface area, and 3) softness vs. smoothness. The findings were used to adapt and improve the design of visuo-haptic simulations to teach the concept of friction.
Walsh, Y., & Magana, A. J., & Yuksel, T., & Krs, V., & Ngambeki, I. B., & Berger, E. J., & Benes, B. (2017, June), Board # 39 : Identifying Affordances of Physical Manipulative Tools for the Design of Visuo-haptic Simulations Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27845
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015