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- Title
Haptic Augmentation of Science Instruction: Does Touch Matter?
- Authors
Jones, M. Gail; Minogue, James; Tretter, Thomas R.; Negishi, Atsuko; Taylor, Russell
- Abstract
The article examines the efficacy of different types of haptic interface devices. Haptic feedback along with computer visualizations influence middle and high school students' experiences. Dual-coding theory (DCD) suggests that information may be conveyed in different ways that move beyond verbal pathways. DCD states that individuals encode information in two ways, verbal and nonverbal or imaginal. Kinesthetic and tactile experiences can be encoded not as verbal information but instead as a type of image. Tactile experiences generate from mental processing in typical classroom contexts. Hands-on and minds-on experiences work together for more meaningful learning in classrooms. The addition of haptic feedback from the haptic-gaming joystick provided a more detail learning environment that not only made the instruction more engaging but may also influence the way in which the students construct their understandings about abstract science concepts. It is observed that most haptic technologies still rely on a combined visual/haptic interface.
- Subjects
DUAL-coding hypothesis; INFORMATION theory; VISUAL perception; IMAGINATION; LEARNING ability; SECONDARY education; MENTAL imagery; CODING theory; COMPUTER programming
- Publication
Science Education, 2006, Vol 90, Issue 1, p111
- ISSN
0036-8326
- Publication type
Editorial
- DOI
10.1002/sce.20086