PAL: A Framework for Physically Assisted Learning Through Design and Exploration With a Haptic Robot Buddy.

Soheil Kianzad,Karon E Maclean,Guanxiong Chen

doi:10.3389/frobt.2021.700465

Abstract

Robots are an opportunity for interactive and engaging learning activities. In this paper we consider the premise that haptic force feedback delivered through a held robot can enrich learning of science-related concepts by building physical intuition as learners design experiments and physically explore them to solve problems they have posed. Further, we conjecture that combining this rich feedback with pen-and-paper interactions, e.g., to sketch experiments they want to try, could lead to fluid interactions and benefit focus. However, a number of technical barriers interfere with testing this approach, and making it accessible to learners and their teachers. In this paper, we propose a framework for Physically Assisted Learning based on stages of experiential learning which can guide designers in developing and evaluating effective technology, and which directs focus on how haptic feedback could assist with design and explore learning stages. To this end, we demonstrated a possible technical pathway to support the full experience of designing an experiment by drawing a physical system on paper, then interacting with it physically after the system recognizes the sketch, interprets as a model and renders it haptically. Our proposed framework is rooted in theoretical needs and current advances for experiential learning, pen-paper interaction and haptic technology. We further explain how to instantiate the PAL framework using available technologies and discuss a path forward to a larger vision of physically assisted learning.

Highlights

The learning of topics once delivered in physical formats, like physics and chemistry labs, has moved into digital modalities for reasons from pragmatics to pedagogy
In this paper we focus on how a haptic robot might be engaged in the stages of this cycle which naturally lend themselves to physical manipulation: active experimentation, through designing a virtual experimentation environment suitable for a question they have, and concrete experience, through exploring the environment they configured
We introduce past work related to the idea of physicalizing digital manipulatives, relevant classes of haptic force feedback technology, challenges in bringing this kind of technology into education environments, and ways in which haptics have been used for related activities of designing and exploring

Summary

Introduction

The learning of topics once delivered in physical formats, like physics and chemistry labs, has moved into digital modalities for reasons from pragmatics (cost, maintenance of setups, accessibility, remote delivery) to pedagogy (topic versatility, personalized learning, expanded parameter space including the physically impossible). We introduce past work related to the idea of physicalizing digital manipulatives, relevant classes of haptic force feedback technology, challenges in bringing this kind of technology into education environments, and ways in which haptics have been used for related activities of designing and exploring. Digital manipulatives (DMs) are physical objects with computational and communication capabilities that can promote different types of thinking in children by engaging them in playing and building. Children can program robots and observe and experience how defining a set of rules results in intentional behaviours in them This gives them the freedom to decide what the robot is, based on how the robot behaves. This flexibility potentially helps learners to use the robot as a probe to explore many learning concepts in different contexts (Resnick, 1998)

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