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.700-719 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20439
Schlagwörter	Molecular Structure; Science Instruction; Tactual Perception; Educational Technology; Computer Uses in Education; Models; Chemistry; Graduate Students; Pretests Posttests; College Science; Qualitative Research; Cognitive Processes; Scientific Concepts; Motion; Computer Software; Foreign Countries; Semantics; Worksheets; Concept Formation; Sweden + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Taktile Wahrnehmung; Unterrichtsmedien; Computernutzung; Analogiemodell; Chemie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Qualitative Forschung; Cognitive process; Kognitiver Prozess; Bewegungsablauf; Ausland; Semantik; Concept learning; Begriffsbildung; Schweden
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. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10