دورية أكاديمية
Effects of Haptic Interaction on Learning Performance and Satisfaction with 3D Collections
| العنوان: | Effects of Haptic Interaction on Learning Performance and Satisfaction with 3D Collections |
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| اللغة: | English |
| المؤلفون: | Binbin Qi (ORCID |
| المصدر: | Education and Information Technologies. 2024 29(7):7793-7811. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Museums, Tactual Perception, Interaction, Outcomes of Education, Simulation, Visual Perception, Visual Stimuli, Majors (Students), Art, Social Sciences, Educational Improvement, Satisfaction, Motion |
| DOI: | 10.1007/s10639-023-11921-3 |
| تدمد: | 1360-2357 1573-7608 |
| مستخلص: | Museum learning is beneficial for social inclusion, deepening partnerships between schools and museums, and increasing levels of pupil attainment. While there have been numerous empirical studies on the use of haptics in formal educational settings, few have explored the effect of haptic interaction on learning outcomes in museum learning. This study looks at an interactive 3D artifact simulation using a haptic interface and a non-haptic interface, with one group using 3D hand motions and receiving visual/haptic stimuli, and another group using a mouse and only receiving visual stimuli. Forty individuals majored in arts or social science courses were asked to perform four main interactive tasks about 3D collection. Using a triangulation of assessment scores, investing time, and satisfaction with interactions with the 3D artifact simulation, we explored the efficacy of haptic interaction in improving museum learning. The results showed that in general, the haptic interaction was more helpful in promoting learning performance in relation to 3D collections. However, significant differences only occurred in relation to the volume and material interactive tasks, and not in relation to the contour and color interactive tasks. The Findings reveal that the visual/haptic stimuli provided by haptic interaction in museum learning has a stronger modality effect on human information processing, and the effect of haptic interaction depends on the coupling of interactive tasks and sensorimotor experiences. Further, psychological immersion is more likely to occur when using haptic interaction, and haptically augmented 3D artifacts attract learners' attention, enhancing learner engagement and motivation. Explanations for these results are synthesized from the perceptual symbol, embodied cognition, and immersion theories. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1424482 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1360-2357 1573-7608 |
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| DOI: | 10.1007/s10639-023-11921-3 |