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The Development And Analysis Of 3 D Haptic Augmented Learning Tools For A Dynamics Course

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Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

NSF Grantees Poster Session

Page Count

9

Page Numbers

14.1190.1 - 14.1190.9

DOI

10.18260/1-2--4620

Permanent URL

https://peer.asee.org/4620

Download Count

193

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Paper Authors

author page

Weihang Zhu Lamar University

author page

Kendrick Aung Lamar University

author page

Jiang Zhou Lamar University

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

Development and Analysis of 3D Haptic-augmented Learning Tools for Dynamics Course

Abstract

The paper presents the development 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 undergraduate engineering students in Spring 2008 and Summer 2008 semesters. The experimental result analysis provides great input to future improvement and dissemination of the novel teaching methods on dynamics concepts.

1. Introduction

Dynamics is considered to be one of the most difficult and non-intuitive courses that engineering students encounter during their undergraduate study because the course combined basic Newtonian physics and various mathematical concepts such as vector algebra, geometry, trigonometry, and calculus and these were applied to dynamical systems3. 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 engineering8.

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 learning9. 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 interfaces7. Virtual Reality / Augmented Reality (AR/VR) technologies have been used widely in the educational settings5. 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 University13. Researchers at Hiroshima City University (Japan) have demonstrated their initial attempts in introducing 3D haptic interface into Dynamics Learning System10. In this study, 3D haptic-augmented learning tools have been created and used to complement the course materials in Dynamics course.

Zhu, W., & Aung, K., & Zhou, J. (2009, June), The Development And Analysis Of 3 D Haptic Augmented Learning Tools For A Dynamics Course Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--4620

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