• Türkçe
    • English
  • English 
    • Türkçe
    • English
  • Login
View Item 
  •   RTEÜ
  • Araştırma Çıktıları | TR-Dizin | WoS | Scopus | PubMed
  • WoS İndeksli Yayınlar Koleksiyonu
  • View Item
  •   RTEÜ
  • Araştırma Çıktıları | TR-Dizin | WoS | Scopus | PubMed
  • WoS İndeksli Yayınlar Koleksiyonu
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Visuohaptic experiments: Exploring the effects of visual and haptic feedback on students' learning of friction concepts

Thumbnail

View/Open

Full Text / Tam Metin (1.669Mb)

Access

info:eu-repo/semantics/closedAccess

Date

2019

Author

Yüksel, Tuğba
Walsh, Yoselyn
Magana, Alejandra J.
Nova, Nestor
Krs, Vojtech
Ngambeki, Ida
Berger, Edward J.
Benes, Bedrich

Metadata

Show full item record

Citation

Yüksel, T., Walsh, Y., Magana, A.J., Nova, N., Krs, V., Ngambeki, I., Berger, E.J. & Benes, B. (2019). Visuohaptic experiments: Exploring the effects of visual and haptic feedback on students' learning of friction concepts. Computer Applications in Engineering Education, 27(6), 1376-1401. https://doi.org/10.1002/cae.22157

Abstract

In this study, we analyzed students' reasoning and explanations of friction concepts before and after engaging in guided experimentation with visuohaptic (VH) simulations. the VH experimentation included two affordances: visual cues and haptic feedback. Specifically, we analyzed the outcomes of two treatment groups with different sequences of affordance introduction. the first treatment group started with visual cues, with haptic feedback added later, while the second treatment group started with haptic feedback and added the visual cues later. We recruited 48 students who had previously taken at least one physics course. Participants completed a pre- and posttest assessment, which included both procedural and conceptual questions about friction before and after the guided experimentation task. the results show that the participants from both treatment groups benefited from using VH simulations. Both treatment groups showed statistically significant pre/post improvements in their understanding of friction. Moreover, both treatment groups showed a statistically significant increase in the conceptual understanding of friction concepts from pretest to posttest with moderate to strong effect sizes. Implications for laboratory instruction are also discussed.

Source

Computer Applications in Engineering Education

Volume

27

Issue

6

URI

https://doi.org/10.1002/cae.22157
https://hdl.handle.net/11436/1444

Collections

  • EĞİF, Matematik ve Fen Bilimleri Eğitimi Bölümü Koleksiyonu [146]
  • WoS İndeksli Yayınlar Koleksiyonu [5260]



DSpace software copyright © 2002-2015  DuraSpace
Contact Us | Send Feedback
Theme by 
@mire NV
 

 




| Instruction | Guide | Contact |

DSpace@RTEÜ

by OpenAIRE
Advanced Search

sherpa/romeo

Browse

All of DSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsTypeLanguageDepartmentCategoryPublisherAccess TypeInstitution AuthorThis CollectionBy Issue DateAuthorsTitlesSubjectsTypeLanguageDepartmentCategoryPublisherAccess TypeInstitution Author

My Account

LoginRegister

Statistics

View Google Analytics Statistics

DSpace software copyright © 2002-2015  DuraSpace
Contact Us | Send Feedback
Theme by 
@mire NV
 

 


|| Guide|| Instruction || Library || Recep Tayyip Erdoğan University || OAI-PMH ||

Recep Tayyip Erdoğan University, Rize, Turkey
If you find any errors in content, please contact:

Creative Commons License
Recep Tayyip Erdoğan University Institutional Repository is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License..

DSpace@RTEÜ:


DSpace 6.2

tarafından İdeal DSpace hizmetleri çerçevesinde özelleştirilerek kurulmuştur.