Do haptic representations help complex molecular learning?

Autor/inn/en	Bivall, Petter; Ainsworth, Shaaron; Tibell, Lena A. E.
Titel	Do haptic representations help complex molecular learning?
Quelle	In: Science education, 95 (2011) 4, S. 700-719Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20439
Schlagwörter	Pretest; Qualitative Forschung; Kognitiver Prozess; Tastsinn; Haptisches Lernen; Modellbildung; Computereinsatz; Computerunterstützter Unterricht; Lernsoftware; Unterrichtsmedien; Molekülstruktur; Chemieunterricht; Semantik; Naturwissenschaftlicher Unterricht; Hochschule; Konzeptentwicklung; Modell
Abstract	This study explored whether adding a haptic interface (that provides users with somatosensory information about virtual objects by force and tactile feedback) to a three-dimensional (3D) chemical model enhanced students' understanding of complex molecular interactions. Two modes of the model were compared in a between-groups pre- and posttest design. In both modes, users could move and rotate virtual 3D representations of the chemical structures of the two molecules, a protein and a small ligand molecule. In addition, in a haptic mode users could feel the interactions (repulsive and attractive) between molecules as forces with a haptic device. Twenty postgraduate students (10 in each condition) took pretests about the process of protein--ligand recognition before exploring the model in ways suggested by structured worksheets and then completing a posttest. Analysis addressed quantitative learning outcomes and more qualitatively students' reasoning during the learning phase. Results showed that the haptic system helped students learn more about the process of protein-ligand recognition and changed the way they reasoned about molecules to include more force-based explanations. It may also have protected students from drawing erroneous conclusions about the process of protein-ligand recognition observed when students interacted with only the visual model.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2013/2