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Design Improvement And Analysis On 3 D Haptic Augmented Learning Tools For Dynamics Course

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2010 Annual Conference & Exposition


Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010



Conference Session

NSF Grantees Poster Session

Page Count


Page Numbers

15.354.1 - 15.354.10



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Paper Authors

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Weihang Zhu Lamar University

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Kendrick Aung Lamar University

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Jiang Zhou Lamar University

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Design Improvement and Analysis on 3D Haptic-augmented Learning Tools for Dynamics Course


The paper presents the recent improvement and analysis of 3D haptic-augmented learning tools for Dynamics course, which is a fundamental course offered in most engineering disciplines. Dynamics is considered to be one of the most difficult and non-intuitive courses that engineering students encounter during their undergraduate study. Haptics, the research and application on the sense of touch and force feedback, provides a novel human computer interface for students to interact with virtual dynamics world to potentially gain a better understanding of the dynamics concepts. Under this assumption, this research started with the identification of key dynamics concepts from engineering teaching experience and converted these concepts into interesting interactive animation with both graphics and haptics learning channels. The developed learning tools have been tested with 99 undergraduate engineering students in Spring 2008, Summer 2008 and Spring 2009 semesters. The positive effect of the novel learning tools is confirmed with the statistical analysis of the experimental result. The analysis result also provides great input to future improvement and dissemination of the novel teaching methods on dynamics concepts.

1. Introduction

Dynamics is an important engineering course for three reasons. First, it is essential to have a strong grasp of the concepts covered in the course when pursuing a degree in engineering. Second, it is a required course for many engineering departments and is the first engineering course that covers both difficult and abstract concepts. Third, for many capable students this course can become a roadblock to a career in engineering1.

Computer-mediated instructional technologies, typically in Virtual Environments, hold great promise for use in educational settings in that they can increase students’ access to knowledge and act as vehicles that may promote learning2. Traditional Virtual Environments only provides visual and/or audio feedback. Recent advances in Virtual Reality and robotics enable the human tactual system to be stimulated in a controlled manner through 3-dimensional (3D) force feedback devices, a.k.a. haptic interfaces3. Virtual Reality / Augmented Reality (AR/VR) technologies have been used widely in the educational settings4. Graphics and audio contents are extensively used in these VR/AR educational applications, while the inclusion of a haptic interface is still limited. Williams (2003) utilized a 2D haptic interface for teaching Physics, Statics and Dynamics in Ohio University5. Researchers at Hiroshima City University (Japan) have demonstrated their initial attempts in introducing 3D haptic interface into Dynamics Learning System6.

In this study, 3D haptic-augmented learning tools have been created and used to complement the course materials in Dynamics course. We have presented the first part of our research in ASEE 2009 conference7. In this paper, we are going to report our design improvement and new data analysis based on the new experiments on the renovated material in Spring 2009 semester. The rest of the paper is organized as follows. Section 2 describes the development process of the 3D

Zhu, W., & Aung, K., & Zhou, J. (2010, June), Design Improvement And Analysis On 3 D Haptic Augmented Learning Tools For Dynamics Course Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--15738

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