Abstract
We explored the potential of haptics for improving science communication, and recognized that mid-air haptic interaction supports public engagement with science in three relevant themes. While science instruction often focuses on the cognitive domain of acquiring new knowledge, in science communication the primary goal is to produce personal responses, such as awareness, enjoyment, or interest in science. Science communicators seek novel ways of communicating with the public, often using new technologies to produce personal responses. Thus, we explored how mid-air haptics technology could play a role in communicating scientific concepts. We prototyped six mid-air haptic probes for three thematic areas: particle physics, quantum mechanics, cell biology; and conducted three qualitative focus group sessions with domain expert science communicators. Participants highlighted values of the dynamic features of mid-air haptics, its ability to produce shared experiences, and its flexibility in communicating scientific concepts through metaphors and stories. We discuss how mid-air haptics can complement existing approaches of science communication, for example multimedia experiences or live exhibits by helping to create enjoyment or interest, generalized to any fields of science.
Highlights
Without appropriate science communication, science and technological advances may be feared and opposed by the public
Our hypothesis is that mid-air haptics could serve as a new technological solution within this design space, with six specific properties of haptic interaction being valuable to different extent: we start introducing the haptic probes by specifying our hypotheses, describing these with their associated rationales
We synthesized three commonly reoccurring themes based on the focus groups, consisting of science communicators discussing opportunities and challenges of mid-air haptics in public engagement
Summary
Science and technological advances may be feared and opposed by the public. In 2008, protests broke out against the launch of the Large Hadron Collider (LHC) at the European Organization for Nuclear Research (CERN) (Courvoisier et al, 2013) in fear of destruction of Earth. Another example of societal fear and the impact of science communication on public health is the “Chernobyl syndrome” and its debated effects on induced abortions (Auvinen et al, 2001). While science instruction often focuses on the cognitive domain of acquiring new knowledge (Bloom et al, 1956), in science communication the primary
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
