HandsOn: Enabling Embodied, Creative STEM e-learning with Programming-Free Force Feedback

  • Gordon Minaker
  • Oliver Schneider
  • Richard Davis
  • Karon E. MacLean
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9775)

Abstract

Embodied, physical interaction can improve learning by making abstractions concrete, while online courses and interactive lesson plans have increased education access and versatility. Haptic technology could integrate these benefits, but requires both low-cost hardware (recently enabled by low-cost DIY devices) and accessible software that enables students to creatively explore haptic environments without writing code. To investigate haptic e-learning without user programming, we developed HandsOn, a conceptual model for exploratory, embodied STEM education software; and implemented it with the SpringSim interface and a task battery for high school students. In two studies, we confirm that low-cost devices can render haptics adequately for this purpose, find qualitative impact of SpringSim on student strategies and curiosity, and identify directions for tool improvement and extension.

References

  1. 1.
    Bloom, B.S., Engelhart, M.D.: Taxonomy of Educational Objectives: The Classification of Educational Goals: By a Committee of College and University Examiners: Handbook 1. David McKay (1969)Google Scholar
  2. 2.
    Calvert, G.A., Brammer, M.J., Iversen, S.D.: Crossmodal identification. Trends Cogn. Sci. 2(7), 247–253 (1998)CrossRefGoogle Scholar
  3. 3.
    Carbonneau, K.J., Marley, S.C., Selig, J.P.: A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. J. Educ. Psychol. 105(2), 380–400 (2013)CrossRefGoogle Scholar
  4. 4.
    Corbin, J.M., Strauss, A.L.: Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Sage Publications, London (2008)CrossRefGoogle Scholar
  5. 5.
    Dourish, P.: Where the Action is: The Foundations of Embodied Interaction. MIT Press, Cambridge (2004)Google Scholar
  6. 6.
    Fleming, N., Mills, C.: Not another inventory, rather a catalyst for reflection. Improve Acad. 11, 137–155 (1992)Google Scholar
  7. 7.
    Glenberg, A.M., Gutierrez, T., Levin, J.R., Japuntich, S., Kaschak, M.P.: Activity and imagined activity can enhance young children’s reading comprehension. J. Educ. Psychol. 96, 424 (2004)CrossRefGoogle Scholar
  8. 8.
    Hart, S.G., Staveland, L.E.: Development of NASA-TLX (task load index): results of empirical and theoretical research. Adv. Psychol. 52(C), 139–183 (1988)CrossRefGoogle Scholar
  9. 9.
    Johnson, J., Henderson, A.: Conceptual models: begin by designing what to design. Interactions 9(1), 25–32 (2002)CrossRefGoogle Scholar
  10. 10.
    Jones, L.A., Hunter, I.W.: A perceptual analysis of stiffness. Exp. Brain Res. 79(1), 150 (1990)CrossRefGoogle Scholar
  11. 11.
    Maloney, J., Resnick, M., Rusk, N., Silverman, B., Eastmond, E.: The scratch programming language and environment. Trans. Comput. Educ. 10(4), 1–15 (2010)CrossRefGoogle Scholar
  12. 12.
    Martin, T., Schwartz, D.L.: Physically distributed learning: adapting and reinterpreting physical environments in the development of fraction concepts. Cogn. Sci. 29(4), 587–625 (2005)CrossRefGoogle Scholar
  13. 13.
    Montessori, M.: The Advanced Montessori Method, vol. 1. Frederick A. Stokes Company, New York, (1917)Google Scholar
  14. 14.
    Orta Martinez, M., Moriomoto, T., Taylor, A., Barron, A., Pultorak, J., Wang, J., Calasanz-Kaiser, A., Davis, R., Blikstein, P., Okamura, A.: 3-D printed haptic devices for educational applications. In: Haptics Symposium (2016)Google Scholar
  15. 15.
    Papert, S.: Mindstorms: Children, Computers, and Powerful Ideas, 2nd edn. Basic Books, New York (1980)Google Scholar
  16. 16.
    Piaget, J.: Science of Education and the Psychology of the Child. Orion, New York (1970)Google Scholar
  17. 17.
    Sato, M., Liu, X., Murayama, J., Akahane, K., Isshiki, M.: A haptic virtual environment for molecular chemistry education. In: Pan, Z., Cheok, D.A.D., Müller, W., Rhalibi, A. (eds.) Transactions on Edutainment I. LNCS, vol. 5080, pp. 28–39. Springer, Heidelberg (2008)CrossRefGoogle Scholar
  18. 18.
    Wieman, C.E., Adams, W.K., Perkins, K.K.: PhET: simulations that enhance learning. Science 322, 682–683 (2008)CrossRefGoogle Scholar
  19. 19.
    Williams, R.L., Srivastava, M., Conaster, R., Howell, J.N.: Implementation and evaluation of a haptic playback system. Haptics-e 3, 160–176 (2004)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • Gordon Minaker
    • 1
  • Oliver Schneider
    • 1
  • Richard Davis
    • 2
  • Karon E. MacLean
    • 1
  1. 1.University of British ColumbiaVancouverCanada
  2. 2.Stanford UniversityStanfordUSA

Personalised recommendations