A classroom deployment of a haptic system for learning cell biology

The use of haptic systems in the classroom for enhancing science education is an underexplored area. In the education literature, it has been reported that certain concepts in science education are difficult for students to grasp and, as a result, misconceptions can be formed in the students' knowledge. We conducted a study with 62 Year 8 (typically 12-13 years old) students who used a haptic application to study cell biology, specifically the concept of diffusion across a cell membrane. The preliminary analysis of the feedback from the students suggests opportunities for haptic applications to enhance their learning, and also highlights a number of points to consider in the design of the application, including the choice of haptic interface and the design of the virtual environment

Haptic-enabled collaborative learning in virtual reality for schools

This paper reports on a study which designed and developed a multi-fingered haptic interface in conjunction with a three-dimensional (3D) virtual model of a section of the cell membrane in order to enable students to work collaboratively to learn cell biology. Furthermore, the study investigated whether the addition of haptic feedback to the 3D virtual reality (VR) simulation affected learning of key concepts in nanoscale cell biology for students aged 12 to 13. The haptic interface was designed so that the haptic feedback could be turned on or switched off. Students (N = 64), in two secondary schools, worked in pairs, on activities designed to support learning of specific difficult concepts. Findings from observation of the activities and interviews revealed that students believed that being immersed in the 3D VR environment and being able to feel structures and movements within the model and work collaboratively assisted their learning. More specifically, the pilot/co-pilot model that we developed was successful for enabling collaborative learning and reducing the isolating effects of immersion with a 3D headset. Results of pre and post-tests of conceptual knowledge showed significant knowledge gains but addition of haptic feedback did not affect the knowledge gains significantly. The study enabled identification of important issues to consider when designing and using haptic-enabled 3D VR environments for collaborative learning

Virtual Reality in Higher Education

Virtual reality (VR) is an interactive experience which immerses the user in a digital environment through a sense of presence. In the context of providing an active learning experience, virtual reality has the potential to improve learning outcomes for biomedical science students as it allows the visualisation of and interaction with digital representations of dynamic objects and complex concepts. Studies in bioscience and medical education have shown mixed results pertaining to the benefits of VR as a learning tool. This review aims to consolidate how VR succeeded or failed in improving learning outcomes, and assesses the issue of VR scalability for the ever-growing cohorts in tertiary bioscience courses

Literacy for digital futures : Mind, body, text

The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated. In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice

Web-based learning and teaching resources for microscopic detection of human parasites.

DMU e-Parasitology (http://parasitology.dmu.ac.uk) presents novel web-based resources co-developed by EU academics at De Montfort University (DMU) for the teaching and learning of microscopic diagnoses of common and emerging human parasites. The package will be completed early in 2019 and presents a Virtual Laboratory and Microscope, which are equipped with engaging units for learning parasitological staining and fresh preparation techniques for detecting cysts, oocysts, eggs and spores, in conjunction with a library of digitised clinical slides. Units are equipped with short videos of academics performing the different techniques and quizzes and exercises, to provide students with the most practical experience possible

Emerging ExG-based NUI Inputs in Extended Realities : A Bottom-up Survey

Incremental and quantitative improvements of two-way interactions with extended realities (XR) are contributing toward a qualitative leap into a state of XR ecosystems being efficient, user-friendly, and widely adopted. However, there are multiple barriers on the way toward the omnipresence of XR; among them are the following: computational and power limitations of portable hardware, social acceptance of novel interaction protocols, and usability and efficiency of interfaces. In this article, we overview and analyse novel natural user interfaces based on sensing electrical bio-signals that can be leveraged to tackle the challenges of XR input interactions. Electroencephalography-based brain-machine interfaces that enable thought-only hands-free interaction, myoelectric input methods that track body gestures employing electromyography, and gaze-tracking electrooculography input interfaces are the examples of electrical bio-signal sensing technologies united under a collective concept of ExG. ExG signal acquisition modalities provide a way to interact with computing systems using natural intuitive actions enriching interactions with XR. This survey will provide a bottom-up overview starting from (i) underlying biological aspects and signal acquisition techniques, (ii) ExG hardware solutions, (iii) ExG-enabled applications, (iv) discussion on social acceptance of such applications and technologies, as well as (v) research challenges, application directions, and open problems; evidencing the benefits that ExG-based Natural User Interfaces inputs can introduceto the areaof XR.Peer reviewe