ERIC Number: EJ1220815
Record Type: Journal
Publication Date: 2019-Aug
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
EISSN: N/A
A Sequenced Multimodal Learning Approach to Support Students' Development of Conceptual Learning
Journal of Computer Assisted Learning, v35 n4 p516-528 Aug 2019
Virtual learning environments can now be enriched not only with visual and auditory information, but also with tactile and kinesthetic feedback. However, the way to successfully integrate haptic feedback on a multimodal learning environment is still unclear. This study aims to provide guidelines on how visuohaptic simulations can be implemented effectively, thus the research question is: Under what conditions do visual and tactile information support students' development of conceptual learning of force-related concepts? Participants comprised 170 undergraduate students of a Midwestern University enrolled in a physics for elementary education class. Four experiments were conducted using four different configurations of multimodal learning environments: Visual feedback only, haptic force feedback only, visual and haptic force feedback at the same time, and sequenced modality of haptic feedback first and visual feedback second. Our results suggest that haptic force feedback has the potential to enrich learning when compared with visual only environments. Also, haptic and visual modalities interact better when sequenced one after another rather than presented simultaneously. Finally, exposure to virtual learning environments enhanced by haptic forced feedback was a positive experience, but the ease of use and ease of interpretation was not so evident.
Descriptors: Sequential Learning, Student Development, Concept Formation, Electronic Learning, Tactual Perception, Feedback (Response), Visual Perception, Computer Simulation, Physics, Undergraduate Students, Teacher Education, Elementary School Teachers, Usability, Learning Modalities
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: EEC1606396