The Impact of Prior Knowledge on the Effectiveness of Haptic and Visual Modalities for Teaching Forces

Abstract

We developed a haptically-enhanced physics simulation to investigate the effects of haptics on the understanding of conceptual concepts related to forces - specifically those related to buoyancy. We evaluated the effects of haptic force feedback, as well as traditional visual representations of forces, on learning via a between-participant user study. Participants completed a buoyancy assessment before and after interacting with the simulation. Haptics enhanced performance regardless of prior knowledge. However, the combined effect of haptics with visual cues differed based on participant prior knowledge. Participants with high prior knowledge significantly improved performance when given both abstract visual cues and haptic feedback combined. Participants with low prior knowledge significantly improved when given haptic feedback alone, and the combination of haptics with visual cues did not improve performance. Our results suggest that the prior knowledge of users and the visual cues used impact the effectiveness of haptically-enhanced simulations with respect to learning outcomes.