Embodied mixed reality with passive haptics in STEM education: randomized control study with chemistry titration
Embodied mixed reality with passive haptics in STEM education: randomized control study with chemistry titration
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DOI：
10.3389/frvir.2023.1047833
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发表时间：
2023-07
期刊：
影响因子：
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通讯作者：
M. Johnson-Glenberg;C. S. Yu;F. Liu;Charles Amador;Yueming Bao;Shufan Yu;R. Likamwa
中科院分区：
文献类型：
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作者：
M. Johnson-Glenberg;C. S. Yu;F. Liu;Charles Amador;Yueming Bao;Shufan Yu;R. Likamwa
研究人员、教育工作者和多媒体设计人员需要更好地了解将有形实物与虚拟体验混合在一起是如何影响学习和科学认同感的。在这项新颖的研究中，化学家在真实实验室中使用的昂贵玻璃器皿的准确复制品--3D打印的有形物品--被绑在一台带数字化课程的笔记本电脑上。交互式教育内容越来越多地被放在网上，了解与被动触觉和3D打印操纵器相关的教育边界条件是很重要的。具有成本效益的印刷品在农村和社会经济水平较低的教室中尤其受欢迎。一种混合现实(MR)体验被创造出来，它使用物理3D打印的触觉滴定管来控制基于计算机的化学滴定实验。这项对136名大学生进行的随机对照试验研究有两个条件：1)低体验控制(使用键盘箭头)，2)高体验实验(物理地旋转3D打印滴管上的阀门/旋塞)。尽管两组在陈述性知识测试中表现出类似的显著进步，但更深层次的分析揭示了治疗交互作用(ATI)带来的细微能力差异。这些交互作用有利于高度具体化的实验组，他们使用磁共振设备来回答滴定特定的后测知识问题，以及科学有效性和科学认同感。那些先前科学知识水平较高的学生在使用实验3D打印触觉设备后显示出更高的滴定知识得分。多模式的语言和手势分析表明，在回忆过程中，实验参与者使用旋塞手势的频率显著增加，他们的回忆产生了显著不同的认知网络分析(ENA)。ENA是对回忆数据的一种2D投影，高具体化组以关键的转手手势为中心的联系更强。教师和设计师应该考虑用户界面的多模式和多维特性，以及添加另一个基于感官的学习信号(触觉)可能如何对先前知识较低的学生产生不同的影响。一种假设是，在学习过程中通过触觉操作新设备可能会产生更多的认知负荷。对于先验知识较低的学生，在将他们转移到更新颖、多模式的MR设备/接口之前，开始在更普遍的接口(例如，键盘)上学习内容可能是有利的。
Researchers, educators, and multimedia designers need to better understand how mixing physical tangible objects with virtual experiences affects learning and science identity. In this novel study, a 3D-printed tangible that is an accurate facsimile of the sort of expensive glassware that chemists use in real laboratories is tethered to a laptop with a digitized lesson. Interactive educational content is increasingly being placed online, it is important to understand the educational boundary conditions associated with passive haptics and 3D-printed manipulables. Cost-effective printed objects would be particularly welcome in rural and low Socio-Economic (SES) classrooms. A Mixed Reality (MR) experience was created that used a physical 3D-printed haptic burette to control a computer-based chemistry titration experiment. This randomized control trial study with 136 college students had two conditions: 1) low-embodied control (using keyboard arrows), and 2) high-embodied experimental (physically turning a valve/stopcock on the 3D-printed burette). Although both groups displayed similar significant gains on the declarative knowledge test, deeper analyses revealed nuanced Aptitude by Treatment Interactions (ATIs). These interactions favored the high-embodied experimental group that used the MR device for both titration-specific posttest knowledge questions and for science efficacy and science identity. Those students with higher prior science knowledge displayed higher titration knowledge scores after using the experimental 3D-printed haptic device. A multi-modal linguistic and gesture analysis revealed that during recall the experimental participants used the stopcock-turning gesture significantly more often, and their recalls created a significantly different Epistemic Network Analysis (ENA). ENA is a type of 2D projection of the recall data, stronger connections were seen in the high embodied group mainly centering on the key hand-turning gesture. Instructors and designers should consider the multi-modal and multi-dimensional nature of the user interface, and how the addition of another sensory-based learning signal (haptics) might differentially affect lower prior knowledge students. One hypothesis is that haptically manipulating novel devices during learning may create more cognitive load. For low prior knowledge students, it may be advantageous for them to begin learning content on a more ubiquitous interface (e.g., keyboard) before moving them to more novel, multi-modal MR devices/interfaces.