TY - GEN
T1 - Effects of Tactile Feedback on Conceptual Understanding of Electromagnetism in a Virtual Reality Experience
AU - Acevedo, Pedro
AU - Magana, Alejandra
AU - Mousas, Christos
AU - Walsh, Yoselyn
AU - Pinto, Hector Will
AU - Benes, Bedrich
N1 - Publisher Copyright:
© 2022 IEEE.
PY - 2022
Y1 - 2022
N2 - This research project aimed to investigate the effect of a virtual reality (VR) environment and tactile feedback on students' con-ceptual understanding of electromagnetism. In our developed ap-plication, we simulated the physics concept of electromagnetism through charged particles and their interaction through field lines and isosurfaces in 3D. We divided interactions with virtual particles into four scenarios: 1) interaction between two positively charged particles; 2) interaction between two negatively charged particles; 3) interaction between one positively and one negatively charged particle; and 4) interaction among three particles, one positively and two negatively charged. We conducted a between-group study in which undergraduate students (n = 41) experienced either only visual feedback (n = 20) or simultaneous visual and haptic feedback (n = 21). We found significant differences (p-value <. 05) regarding knowledge gain in both the pretest and posttest. However, we did not find significant differences in the posttest between conditions, but the group assigned the simultaneous feedback condition indicated that tactile feedback helped them understand the electric fields. In this paper, we discuss our results' implications in designing a VR learning environment.
AB - This research project aimed to investigate the effect of a virtual reality (VR) environment and tactile feedback on students' con-ceptual understanding of electromagnetism. In our developed ap-plication, we simulated the physics concept of electromagnetism through charged particles and their interaction through field lines and isosurfaces in 3D. We divided interactions with virtual particles into four scenarios: 1) interaction between two positively charged particles; 2) interaction between two negatively charged particles; 3) interaction between one positively and one negatively charged particle; and 4) interaction among three particles, one positively and two negatively charged. We conducted a between-group study in which undergraduate students (n = 41) experienced either only visual feedback (n = 20) or simultaneous visual and haptic feedback (n = 21). We found significant differences (p-value <. 05) regarding knowledge gain in both the pretest and posttest. However, we did not find significant differences in the posttest between conditions, but the group assigned the simultaneous feedback condition indicated that tactile feedback helped them understand the electric fields. In this paper, we discuss our results' implications in designing a VR learning environment.
KW - Education-Computer graphics-Graphics systems and interfaces-Virtual reality
KW - Human-centered computing-Human computer in-teraction (HCI)-HCI design and evaluation methods-User studies
UR - https://www.scopus.com/pages/publications/85146052431
U2 - 10.1109/ISMAR-Adjunct57072.2022.00122
DO - 10.1109/ISMAR-Adjunct57072.2022.00122
M3 - Contribución a la conferencia
AN - SCOPUS:85146052431
T3 - Proceedings - 2022 IEEE International Symposium on Mixed and Augmented Reality Adjunct, ISMAR-Adjunct 2022
SP - 588
EP - 593
BT - Proceedings - 2022 IEEE International Symposium on Mixed and Augmented Reality Adjunct, ISMAR-Adjunct 2022
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 21st IEEE International Symposium on Mixed and Augmented Reality Adjunct, ISMAR-Adjunct 2022
Y2 - 17 October 2022 through 21 October 2022
ER -