Haptic-enabled collaborative learning in virtual reality for schools

Mary Webb,Megan Tracey,Ozan Tokatli,Faustina Hwang,William Harwin,Natasha Barrett,Chris Jones,Ros Johnson

doi:10.1007/s10639-021-10639-4

Abstract

This paper reports on a study which designed and developed a multi-fingered haptic interface in conjunction with a three-dimensional (3D) virtual model of a section of the cell membrane in order to enable students to work collaboratively to learn cell biology. Furthermore, the study investigated whether the addition of haptic feedback to the 3D virtual reality (VR) simulation affected learning of key concepts in nanoscale cell biology for students aged 12 to 13. The haptic interface was designed so that the haptic feedback could be turned on or switched off. Students (N = 64), in two secondary schools, worked in pairs, on activities designed to support learning of specific difficult concepts. Findings from observation of the activities and interviews revealed that students believed that being immersed in the 3D VR environment and being able to feel structures and movements within the model and work collaboratively assisted their learning. More specifically, the pilot/co-pilot model that we developed was successful for enabling collaborative learning and reducing the isolating effects of immersion with a 3D headset. Results of pre and post-tests of conceptual knowledge showed significant knowledge gains but addition of haptic feedback did not affect the knowledge gains significantly. The study enabled identification of important issues to consider when designing and using haptic-enabled 3D VR environments for collaborative learning.

Highlights

Introduction and backgroundThe term haptic is often used to refer both to a sensory perception and to human machine interfaces
The learning gains together with findings from the student interviews suggest that the design of the 3D virtual reality (VR) model and interface and the associated activities were: suitable for the target students; enabled collaborative learning through the pilot and copilot model of interaction; were motivating and supported students in learning most of the key concepts
As there was no significant difference in knowledge gains between the two conditions, we can conclude that the haptic feedback, in spite of increased technical problems especially juddering and the need to restart the system fairly frequently, did not adversely affect learning

Summary

Introduction

The term haptic is often used to refer both to a sensory perception and to human machine interfaces. In the former sense it relates to the integration of touch and proprioceptive cues, with other sensory information (Gibson & Carmichael, 1966; Lederman & Klatzky, 2009). Availability and capability of haptic technology is increasing but the importance of touch feedback for learning is as yet unclear (Zacharia, 2015). While haptic feedback interactions between individual learners and technology have been shown to be beneficial for the development of skills (San Diego et al, 2012), research into whether haptic feedback may be beneficial for developing understanding and memory retention is much more limited

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