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We report an initial study on the use of visuohaptic simulation in teaching STEM (Science, Technology, Engineering and Mathematics) topics, with particular emphasis on physics concepts related to the learning of nanotechnology at the undergraduate level. Visuohaptic simulations of point charges and their interactions were developed. Thirty-eight undergraduate students from a physics lab course were recruited to participate in an educational study. Half of the students were assigned to a visuohaptic (VH) group where they could see as well as feel interaction forces rendered with a Falcon force-feedback device. The other half of the students were assigned to a visual (V) group where they could interact with the same simulation via a computer mouse but did not feel any forces. Results from a 10-question content test showed that both groups benefited from the computer simulation. There were no statistical differences between the VH and V groups, presumably due to the relatively small number of participants who completed quantitative assessments. However, qualitative results from observations and interviews indicated that students in the VH groups were more motivated and engaged in the lab activities, reported more positive attitude towards learning, and felt more confident about their understanding and retention of knowledge. Our findings have been used to design a larger-scale study that will further investigate the use of visuohaptic technology in nanotechnology education.
Park et al. (Mon,) studied this question.