Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Computers in Education
Recent advances in the teaching and learning of science and engineering have demonstrated the effectiveness of learning by doing. One of the teaching and learning technologies currently being considered for more widespread adoption to support learning by doing are haptic technologies. These are technologies that allow the learner to experience both kinesthetic and tactile sensations by providing force feedback. A handful of studies have shown that these technologies may support learning by allowing students to physically engage with a range of phenomena. Several studies have also shown that induvial learners experience and translate haptic feedback differently. However, very few studies have examined the individual differences within learners which may influence their experience of the haptic technologies. This study examines the effects of selected individual differences on the experience of haptic feedback. Haptic devices can be classified as highly mechanistic, technically objects. As such it is reasonable to assume that individual differences related to objects and their manipulation may have an effect on the perception, translation, and information processing resulting from haptic feedback. This study selected spatial perception, mental rotation, special visualization, mechanical aptitude and thing orientation as individual differences that may affect the use of haptics. In this study, thirty students with no prior experience using haptic technologies completed simple instruments measuring their ability to perceive spatial relationships, their ability to rotate objects in space, their ability to mentally visualize the appearance and motion of objects, their ability to understand and manipulate machines and tools, and their differential orientation to objects in their environment. The students were then introduced to haptic devices and asked to report on the size of forces they experienced, the ease of use of the devices, and their engagement with the experience. They were then asked to complete a simple simulation using the haptic devices and answer questions to test their ability to connect abstract concepts and haptic feedback. We found that manipulation related individual differences had an effect on students’ experience of haptic feedback.
Ngambeki, I. B., & Magana, A. J. (2020, June), The Effect of Person and Thing Orientation on the Experience of Haptics Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35308
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: © 2020 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