A sequenced multimodal learning approach to support students' development of conceptual learning.
Virtual learning environments can now be enriched not only with visual and auditory information, but also with tactile and kinesthetic feedback. However, the way to successfully integrate haptic feedback on a multimodal learning environment is still unclear. This study aims to provide guidelines on...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 4; pp. 516 - 529 |
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| Autores principales: | , , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=137286840&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 137286840 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2019 vid: 35 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 137286840 137286840 137286840 10.1111/jcal.12356 137286840 ppf: 516 ppct: 13 formats: tig: atl: A sequenced multimodal learning approach to support students' development of conceptual learning. aug: au: Magana, Alejandra J. Serrano, Mayari I. Rebello, N. Sanjay affil: Computer and Information Technology, Purdue University, West Lafayette Indiana sug: subj: Physics Education Students, Undergraduate Education Learning Methods Learning Environment Computer Simulation Academic Performance Human Feedback Audiovisuals Funding Source Midwestern United States Electricity Education Adult Education Magnetics Education Adolescence Pretest-Posttest Design Quasi-Experimental Studies Clinical Trials Random Assignment Students, Undergraduate Psychosocial Factors Student Knowledge Teaching Materials Utilization Summated Rating Scaling Open-Ended Questionnaires Descriptive Statistics Inferential Statistics T-Tests Usability Study Pilot Studies Coefficient alpha Internal Consistency Reliability and Validity Paired T-Tests Adolescent: 13-18 years ab: Virtual learning environments can now be enriched not only with visual and auditory information, but also with tactile and kinesthetic feedback. However, the way to successfully integrate haptic feedback on a multimodal learning environment is still unclear. This study aims to provide guidelines on how visuohaptic simulations can be implemented effectively, thus the research question is: Under what conditions do visual and tactile information support students' development of conceptual learning of force‐related concepts? Participants comprised 170 undergraduate students of a Midwestern University enrolled in a physics for elementary education class. Four experiments were conducted using four different configurations of multimodal learning environments: Visual feedback only, haptic force feedback only, visual and haptic force feedback at the same time, and sequenced modality of haptic feedback first and visual feedback second. Our results suggest that haptic force feedback has the potential to enrich learning when compared with visual only environments. Also, haptic and visual modalities interact better when sequenced one after another rather than presented simultaneously. Finally, exposure to virtual learning environments enhanced by haptic forced feedback was a positive experience, but the ease of use and ease of interpretation was not so evident. Lay Description: What is already known about the topic: Multimedia learning environments enrich learning by using verbal and non‐verbal modalities.Previous research about the impact of haptic feedback in the simulation of abstract phenomena has not provided concluding results.It has been hypothesized that exposure to diverse stimuli at the same time may cause cognitive overload.What this paper adds: Sequenced modality of haptic force feedback first and visual feedback second may provide a learning advantage to single modalities or combined modalities.Participants' interaction with haptic force feedback was perceived as a positive learning experience.Implications for practice and/or policy: Participants exposed to any haptic force feedback stimulus outperformed participants interacting with visual feedback only. However, the difference was not statistically different at ∝ = 0.05.The incorporation of haptic force feedback to a multimodal learning environment may improve students' performance when delivered via a sequenced approach. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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