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Haptic Influences on Reasoning and Learning in Protein Education
Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering. (Visual learning and ommunication)ORCID iD: 0000-0002-4694-5611
University of Nottingham, Learning Sciences Research Institute School of Psychology.
Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology. (Visual learning and communication)
Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology. (Visual learning and communication)
2008 (English)In: Proceedings of the 9th Nordic Research Symposium on Science Education: Planning science instruction: From insight to learning to pedagogical practices. Theme 4: Pedagogical practices / [ed] Allyson Macdonald, Science Education Research Group, School of Education, University of Iceland , 2008, 165-168 p.Conference paper, Published paper (Other academic)
Abstract [en]

An emerging viewpoint of cognition suggests that the body has a central role in shaping the mind and that cognitive processes are deeply rooted in the body´s interaction with the world that, “embodied cognition or learning”. If so, the documented difficulties for learners to grasp and to engage in molecular sciences might, at least in part, explained by the lack of direct experience of the micro world. The term haptics encompasses the tactual sensation and the human interaction with the external environment through touch. When integrated as part of a computer-based virtual environment, haptics refers to the artificial tactual sensation used to simulate the experience of actually touching or feeling a real object that occur in response to user movements.  The present work aims to evaluate the gains of a haptic element from a learning perspective, when haptics is added to an educational virtual reality environment for students learning the concepts of molecular interactions in proteins. A combined qualitative and quantitative approach is taken, using data from tests and interviews (with a subset of the subjects).  The study is an attempt to fill some of the gaps in the research about possible benefits from using force feedback technology, focusing specifically on the learning gains from a study of a virtual protein model. The computer model did not help the students to solve their tasks faster, but it appears to help them to gain a deeper understanding of the docking process, partly by challenging their preconceptions. Further, we propose that the force feedback might constitute a critical feature for understanding the involvement of the dynamics and forces involved in the process.

Place, publisher, year, edition, pages
Science Education Research Group, School of Education, University of Iceland , 2008. 165-168 p.
Keyword [en]
Visualization, Science education, Haptics, Molecular life science
National Category
Didactics Biochemistry and Molecular Biology Media and Communication Technology
Identifiers
URN: urn:nbn:se:liu:diva-52119ISBN: 978-9979-9851-7-4 (print)OAI: oai:DiVA.org:liu-52119DiVA: diva2:279740
Conference
9th Nordic Research Symposium on Science Education, Reykjavík, Iceland, 11th-15th June 2008
Projects
VisMolLS
Funder
Swedish Research Council, 2008-5577
Available from: 2009-12-06 Created: 2009-12-06 Last updated: 2016-05-04Bibliographically approved

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Tibell, Lena A.E.Bivall Persson, PetterHöst, Gunnar E.

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Tibell, Lena A.E.Bivall Persson, PetterHöst, Gunnar E.
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Media and Information TechnologyFaculty of Science & EngineeringVisual Information Technology and Applications (VITA)The Institute of Technology
DidacticsBiochemistry and Molecular BiologyMedia and Communication Technology

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