SimPhysics: Learning Physics With Force Feedback in a Simulation

• In Event: Roundtable Session 123
  In Roundtable Session: Grounded Embodied Cognition in the K-12 Classroom: Innovations and Explorations in Practice

Abstract

Objectives
SimPhysics is an ongoing research project that intends to use embodied cognition to improve the learning of physics science. Embodied cognition in this project is realized by the use of a 3-D force feedback joystick. We want to know how the presence of force feedback feature in a 3-D force feedback joystick can help elementary students learn the abstract concepts in physics science. We want to know if SimPhysics is more effective when the concept is more abstract.

Theoretical framework
Building upon the concepts of embodied cognition, SimPhysics uses a 3-D force feedback joystick for users to build a mental model based on the perceptual experience they received through interacting with a simulated environment. This unique experience allows users to feel the different characteristics and quality of the objects that they are interacting with and interact with the objects the same way they would in real life. We hypothesize that experiencing force feedback that is consistent with the natural orientation of the movement is crucial in forming perceptual experience to build a mental model for better learning of abstract physics concepts, and SimPhysics should be effective regardless of how abstract the concepts are.

Methods
SimPhysics is conducted in a field experiment. Both the experiment group and the control group received the same pretest, posttest, and survey, and both groups learn the same contents using the same Flash simulation with the same 3-D force feedback joystick. However, while the participants in the experiment group experience the force feedback feature, the participants in the control group do not, and this is only difference between the conditions presented to the two groups.

Data sources
Participants of this study currently consist of a group of 11 fifth graders and 3 fourth graders from a public school in a low SES neighborhood in New York City. Participants in this study are in either the experiment group or the control group. All participants use a Flash simulation of catapult to learn the conservation of mechanics energy, which is a more abstract concept, and classic mechanics, which is a less abstract concept.

Results
For conservation of mechanical energy, the gain scores were higher for students in the experimental group (M=3.571, SD=1.134) than for those in the control group (M=2.143, SD=0.690), and this difference in gain scores between the two groups was significant, F (1, 12) = 8.108, (p =0.015<0.05). This result confirmed our hypothesis on the effectiveness of force feedback that is consistent with the natural orientation of the movement.

Scientific or scholarly significance
SimPhysics is important in identifying force feedback that is consistent with the natural orientation of the movement as a crucial element in applying embodied cognition in learning physics science. We believe that the results from these studies can help teachers and educators in designing future curriculum and instructional materials for teaching science to elementary school students.

Authors

• Shih-Chieh Douglas Huang, Teachers College, Columbia University

• John B. Black, Teachers College, Columbia University

• Tanner Vea, Stanford University