A learner-centered approach for designing visuohaptic simulations for conceptual understanding of truss structures

Abstract

The purpose of this study was to explore the process of designing a visuohaptic simulation for learning structural analysis following a learner-centered approach (LCD). Our implementation of an LCD approach followed a three-part iterative process: (1) requirements analysis and specification, (2) multimedia application design, and (3) prototype inspection. In designing the learning tasks, we employed a three-phase pedagogical approach of prediction, experimentation, and confirmation. We found that designing a visuohaptic simulation for learning purposes is a complex process that requires considering the learners' building of knowledge from different perspectives (e.g., prior knowledge, nonnormative conceptions, cognitive load, and modalities). A total of 51 participants interacted with the visuohaptic simulation following one of two sequenced approaches: (1) haptic feedback and minimal visual information followed by enhanced visual and haptic feedback, or (2) enhanced visual and kinesthetic feedback followed by enhanced visual and haptic feedback. Results suggest that the visuohaptic simulations promoted learners' exploration of structural analysis concepts, improved their intuition about the forces acting on the member of the structure-compression, tension, and zero-force members, and facilitated knowledge transfer. However, we concluded that our approach did not challenge participants to revise nonnormative conceptions and representational competencies. Implications for teaching and learning of our findings are discussed.