Designing a Visuohaptic Simulation to Promote Graphical Representations and Conceptual Understanding of Structural Analysis
Designing a Visuohaptic Simulation to Promote Graphical Representations and Conceptual Understanding of Structural Analysis
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设计视觉触觉模拟以促进结构分析的图形表示和概念理解
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Bedrich Benes
中科院分区：
文献类型：
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作者：
Yoselyn Walsh;Alejandra J. Magana;J. Quintana;Vojtech Krs;G. Coutinho;E. Berger;I. Ngambeki;Eddy Efendy;Bedrich Benes
结构分析是机械工程、土木工程和工程技术等专业学生的基础静力学概念。然而，一个典型的静力学课程的数学重点在于代数计算，矩阵，向量，有时不强调学生的整体结构作为一个系统的行为的理解，而专注于其个别元素。本研究旨在探讨学生对桁架结构中作用力与反作用力的概念理解，以及其以自由体图（FBD）形式的对应表示。我们的研究结果表明，学生主要表现出部分连贯的答案，这表明他们可能持有一些误解桁架行为。最普遍的错误是，学生们没有考虑到相互（相等和相反）的力量之间的连接机构被分开进行分析。根据我们的研究结果，我们提出了一个学习经验的设计，结合体现学习的原则与视觉触觉模拟的启示，以解决学生的误解。
Structural analysis is a foundational statics concept for students majoring in mechanical engineering, civil engineering, and engineering technology, among others. However, the mathematical emphasis of a typical statics courses lies in algebraic calculations, matrices, vectors, and sometimes deemphasizes student understanding of the behavior of the overall structure as a system, focusing instead on its individual elements. This study investigates students’ conceptual understanding of forces acting and reacting in a truss structure as well as their corresponding representations in the form of Free Body Diagrams (FBDs). Our findings suggest that students primarily demonstrated partially coherent answers suggesting that they may hold some misconceptions about truss behavior. The most prevalent error was that students failed to account for the mutual (equal and opposite) forces between connected bodies that were separated for analysis. Based on our findings we propose the design of a learning experience that combines principles of embodied learning with the affordances of visuohaptic simulations to address students’ misconceptions.