A fabric-based approach for wearable haptics

In recent years, wearable haptic systems (WHS) have gained increasing attention as a novel and exciting paradigm for human-robot interaction (HRI).These systems can be worn by users, carried around, and integrated in their everyday lives, thus enabling a more natural manner to deliver tactile cues.At the same time, the design of these types of devices presents new issues: the challenge is the correct identification of design guidelines, with the two-fold goal of minimizing system encumbrance and increasing the effectiveness and naturalness of stimulus delivery.Fabrics can represent a viable solution to tackle these issues.They are specifically thought “to be worn”, and could be the key ingredient to develop wearable haptic interfaces conceived for a more natural HRI.In this paper, the author will review some examples of fabric-based WHS that can be applied to different body locations, and elicit different haptic perceptions for different application fields.Perspective and future developments of this approach will be discussed

A Perspective Review on Integrating VR/AR with Haptics into STEM Education for Multi-Sensory Learning

As a result of several governments closing educational facilities in reaction to the COVID-19 pandemic in 2020, almost 80% of the world’s students were not in school for several weeks. Schools and universities are thus increasing their efforts to leverage educational resources and provide possibilities for remote learning. A variety of educational programs, platforms, and technologies are now accessible to support student learning; while these tools are important for society, they are primarily concerned with the dissemination of theoretical material. There is a lack of support for hands-on laboratory work and practical experience. This is particularly important for all disciplines related to science, technology, engineering, and mathematics (STEM), where labs and pedagogical assets must be continuously enhanced in order to provide effective study programs. In this study, we describe a unique perspective to achieving multi-sensory learning through the integration of virtual and augmented reality (VR/AR) with haptic wearables in STEM education. We address the implications of a novel viewpoint on established pedagogical notions. We want to encourage worldwide efforts to make fully immersive, open, and remote laboratory learning a reality.publishedVersio

A perspective review on integrating VR/AR with haptics into STEM education for multi-sensory learning

As a result of several governments closing educational facilities in reaction to the COVID-19 pandemic in 2020, almost 80% of the world’s students were not in school for several weeks. Schools and universities are thus increasing their efforts to leverage educational resources and provide possibilities for remote learning. A variety of educational programs, platforms, and technologies are now accessible to support student learning; while these tools are important for society, they are primarily concerned with the dissemination of theoretical material. There is a lack of support for hands-on laboratory work and practical experience. This is particularly important for all disciplines related to science, technology, engineering, and mathematics (STEM), where labs and pedagogical assets must be continuously enhanced in order to provide effective study programs. In this study, we describe a unique perspective to achieving multi-sensory learning through the integration of virtual and augmented reality (VR/AR) with haptic wearables in STEM education. We address the implications of a novel viewpoint on established pedagogical notions. We want to encourage worldwide efforts to make fully immersive, open, and remote laboratory learning a reality.European Union through the Erasmus+ Program under Grant 2020-1-NO01-KA203-076540, project title Integrating virtual and AUGMENTED reality with WEARable technology into engineering EDUcation (AugmentedWearEdu), https://augmentedwearedu.uia.no/ [34] (accessed on 27 March 2022). This work was also supported by the Top Research Centre Mechatronics (TRCM), University of Agder (UiA), Norwa

A Multi-Modal Sensing Glove for Human Manual-Interaction Studies

We present an integrated sensing glove that combines two of the most visionary wearable sensing technologies to provide both hand posture sensing and tactile pressure sensing in a unique, lightweight, and stretchable device. Namely, hand posture reconstruction employs Knitted Piezoresistive Fabrics that allows us to measure bending. From only five of these sensors (one for each finger) the full hand pose of a 19 degrees of freedom (DOF) hand model is reconstructed leveraging optimal sensor placement and estimation techniques. To this end, we exploit a-priori information of synergistic coordination patterns in grasping tasks. Tactile sensing employs a piezoresistive fabric allowing us to measure normal forces in more than 50 taxels spread over the palmar surface of the glove. We describe both sensing technologies, report on the software integration of both modalities, and describe a preliminary evaluation experiment analyzing hand postures and force patterns during grasping. Results of the reconstruction are promising and encourage us to push further our approach with potential applications in neuroscience, virtual reality, robotics and tele-operation

An Overview of Wearable Haptic Technologies and Their Performance in Virtual Object Exploration.

We often interact with our environment through manual handling of objects and exploration of their properties. Object properties (OP), such as texture, stiffness, size, shape, temperature, weight, and orientation provide necessary information to successfully perform interactions. The human haptic perception system plays a key role in this. As virtual reality (VR) has been a growing field of interest with many applications, adding haptic feedback to virtual experiences is another step towards more realistic virtual interactions. However, integrating haptics in a realistic manner, requires complex technological solutions and actual user-testing in virtual environments (VEs) for verification. This review provides a comprehensive overview of recent wearable haptic devices (HDs) categorized by the OP exploration for which they have been verified in a VE. We found 13 studies which specifically addressed user-testing of wearable HDs in healthy subjects. We map and discuss the different technological solutions for different OP exploration which are useful for the design of future haptic object interactions in VR, and provide future recommendations

Use of haptics to promote learning outcomes in serious games

Integration of haptics in Serious Games (SGs) remains limited compared to vision and audio. Many works seem to limit haptic interactions to the mimicking of real life feelings. Here, we address this by investigating the use of haptics to promote learning outcomes in serious games. By analyzing how we learn, we proposed a model that identifies three learning outcomes: (1) engage the user with the content of the game, (2) develop technical skills, and (3) develop cognitive skills. For each learning skill, we show how haptic interactions may be exploited. We also show that the proposed model may be used to describe and to evaluate existing methods. It may also help in the designing of new methods that take advantage of haptics to promote learning outcomes

Haptics: Science, Technology, Applications

This open access book constitutes the proceedings of the 12th International Conference on Human Haptic Sensing and Touch Enabled Computer Applications, EuroHaptics 2020, held in Leiden, The Netherlands, in September 2020. The 60 papers presented in this volume were carefully reviewed and selected from 111 submissions. The were organized in topical sections on haptic science, haptic technology, and haptic applications. This year's focus is on accessibility

Describing the Experiences of Students with ADHD Learning Science Content with Emerging Technologies

Emerging technologies, such as virtual reality, haptics, and 3-dimensionality, provide novel opportunities to allow students to investigate scientific phenomena by fostering perceptions of virtual presence, the feeling of being sensorially immersed and authentically interacting within a computer-generated virtual learning environment (VLE). Neurotypical learners are largely represented in VLE research on science learning, with fewer with neurodivergent learners, such as students with ADHD. This descriptive case study sought to address the dearth in the literature on neurodivergent students’ experiences, with emerging technologies, for learning science. Specifically, the case describes the extent to which neurodivergent learners experience the affordances of VLEs for science learning, as compared to their neurotypical peers, in: zooming, spatially orienting and rotating objects, viewing multiple representations and abstract processes in real-time, as well engaging in risk through multiple trials. Five middle grades students (diagnosed with ADHD) were assessed and observed using a tool (zSpace) that combines emerging technologies to learn cardiac anatomy and physiology. Students’ utterances of virtual presence and technological affordances were coded, and frequency counts and percentages were calculated, both individually and collectively. The results found that students most described sensory (41%), control (30%), and realism (26%) constructs with fewer reports of holding their attention (3%). Analyses of cardiac assessments found gains in scores for spatial rotation and viewing abstract processes, no change in score in viewing multiple representations, and a decrease in scores for spatial orientation. This case study provides unique insight into the needs of neurodivergent learners when using emerging technologies for science learning