HapticsAugmented Science Education: Phase I Results

1
Haptics-Augmented Science Education Phase I
Results

• Bob Williams, Ohio University
• Jeff Seaton, NASA LaRC
• NASA LTP Review Meeting, September 18, 2003

2
Outline

• Introduction
• Innovative Educational Approach
• Our Vision and Hypothesis
• Haptics-Augmented Example
• Our Products
• Alpha Evaluations to Date
• Related Work
• NASA Missions
• Phase II Plans
• Conclusion

3
Introduction

• Haptics Definition
• 3-Year Phase I Project
• HANDS-ON
• K-12 Science, NASA Missions

4
Innovative Educational Approach

• We are adding forces and the sense of touch to
  virtual educational simulations in K-12 science.
• Inquiry-based tools with hands-on, minds-on
  approach.
• Students can learn advanced science topics before
  they have the mathematical background.
• Feeling is believing

5
Our Vision

• We are striving for a fundamental change in the
  teaching and learning of K-12 science topics
  nationwide via the novel use of haptics.
• We are focusing on the innovative educational
  approach rather on the requisite haptics
  technology.
• Our goal is to reach every student, teacher, and
  school system in the nation regardless of
  economic condition, gender, and race.
• We are augmenting, rather than replacing,
  teachers, textbooks, and physical experiments.
• We are supporting NASA LTP in inspiring the next
  generation of explorers as only NASA can.

6
Our Hypothesis

• The use of haptic feedback in immersive virtual
  educational simulations will allow more engaging
  and fun learning with deeper understanding and
  longer retention than is currently possible in
  K-12 science education.
• Less student attrition from the sciences and
  technology will result, including those currently
  underrepresented in engineering and technical
  careers.

7
Haptics-Augmented Example
8
Common to all activities

• The student can enter various system parameters.
• The computer calculates and displays answers and
  real-time graphs.
• The student interacts with the simulation via the
  joystick and the computer displays graphical
  animations depending on the student choices and
  interaction.
• Best of all, the student can feel various forces
  associated with the simulation.
• The student can repeat with different choices to
  see, feel, and learn the intended scientific
  principles.

9
Our Products

• High school physics, elementary school simple
  machines, and middle school pre-physics
• Haptics-augmented K-12 science educational
  activities with graphics, animation, and force
  feedback
• Internet-based tutorials to support each activity
• Electronic user manuals for operation details
• In-program and on-line help files and FAQs
• Coming soon integrated curriculum for teachers
  and students using our products
• All products answer some aspects of the National
  Science Standards
• http//www.ent.ohiou.edu/bobw/html/HapEd/NASA/K12
  Home.htm

10
National Science Standards

• Less emphasis on
• "Maintaining current resource allocations for
  books
• "Textbook- and lecture-driven curriculum
• "Investigations confined to one class period"
• "Knowing scientific facts and information"

• More emphasis on
• "Allocating resources necessary for hands-on
  inquiry teaching"
• "Curriculum that includes a variety of
  components, such as laboratories emphasizing
  inquiry"
• "Investigations over extended periods of time"
• "Understanding scientific concepts and developing
  abilities of inquiry"

11
National Science Standards(cont)

• Our work fits two categories of the National
  Science Education Standards Physical Science and
  Science and Technology.
• Our products extend through all levels, K-4, 5-8,
  and 9-12.
• Our content addresses the following specific
  needs position and motion of objects,
  equilibrium, motions and forces, transfer of
  energy, conservation of energy, and understanding
  about science and technology.
• http//books.nap.edu/html/nses/html/index.html

12
High School Physics

• Friction
• Springs
• Magnets
• Block on inclined plane
• Projectile motion
• Paddle ball
• Robotic simulation

13
Elementary School Simple Machines

• Levers
• Pulleys
• Inclined Planes
• Screws
• Wheels and Axles

14
Middle School Pre-Physics

• Car Crash
• Roller Coaster
• Newtons Three Laws
• Simple Machines

15
Alpha Evaluations to Date

• Athens Middle School 8th grade pre-physics
  students, Spring 2003, Mr. Kurt Nostrant
• Morrison Elementary 3rd-6th grade simple machines
  students, 2002, Ms. Beverly Mottl
• River Valley Community School 3rd-6th grade
  simple machines students, 2002, Ms. Kathy Zeisler
• Athens High School 11th 12th grade physics
  students, 2001, Mr. Tom Stork
• Alexander High School 11th 12th grade physics
  students, 2001, Mr. Gary Dunfee
• In general, very positive responses from students
  and teachers. Many valuable constructive
  suggestions have been given. We are encouraged
  to pursue nationwide distribution.

16
Related Work
NSF Haptics-Augmented Engineering Education
Virtual Haptic Back Project
17
Project Publications

• NASA LTP K-12
• Williams, Chen, and Seaton, 2003,
  Haptics-Augmented Simple Machines Educational
  Tutorials, Journal of Science Education and
  Technology, 12(1) 16-27.
• Williams, Chen, and Seaton, 2002,
  Haptics-Augmented High School Physics
  Tutorials, International Journal of Virtual
  Reality, 5(1).
• Williams and Chen, 2002, Haptics-Augmented
  Science Education, Ohio SchoolNet State
  Technology Conference, Columbus, OH, February.

• NSF CCLI Engineering
• Williams, 2003, Haptics-Augmented Educational
  Software, Provisional Patent, assigned to Ohio
  University.
• Williams, He, Franklin, and Wang, 2003,
  Haptics-Augmented Engineering Mechanics
  Educational Tools, submitted to the ASEE Journal
  of Engineering Education.
• Franklin, Wang, Williams, and He, 2003,
  Improving Physics Understanding through
  Haptics-Augmented Physics Tutorial, Society for
  Information Technology Teacher Education (SITE)
  International Conference, March, Albuquerque, NM.
• Franklin, He, Wang, and Williams, 2003,
  Understanding Physics using a Haptics-Augmented
  Physics Tutorial, National Education Computing
  Conference (NECC), June, Seattle, WA.

18
NASA Missions

• Newtons Gravitation Law
• Four Forces of Flight
• Jet in steady flight
• Rocket launch/powered flight
• Newtons 3 Laws in Space
• ISS Robotics with Haptics
• Haptics for Visually Impaired (JSC)
• Collaboration ExP
• Thanks to NASA Glenn LTP!

19
Phase II Plans

• Improve current products based on alpha
  evaluations feedback
• Significantly expand type and number of
  haptics-augmented activities
• Focus on NASA Missions HANDS-ON
• Collaborate with other NASA LTP Projects
• Curriculum development
• Open-source, multi-platform, multi-haptic-interfac
  e, expandable-by-other educator capabilities
• Nationwide Distribution of Products
• All Students (no child left behind)
• Excite Next Generation

20
Conclusion

• Innovative Haptics-Augmented Education
• Fundamental change, Nationwide focus
• Deeper learning and retention, reduced attrition
• NASA Missions and Collaboration
• Feeling is Believing!

21
Acknowledgements

• Financial support from NASA LTP via grant
  NAG-1-2299 is gratefully acknowledged.
• Thanks to Jeff Seaton for personal attention
  whenever requested.
• Thanks to Kathy and Ruth of NASA Glenn LTP
• Thanks to programmers Meng-Yun Chen and Xingxi He