Unfolding experienced teachers' pedagogical practices in technology-enhanced collaborative learning

Peer reviewe

WYFIWIF: A Haptic Communication Paradigm For Collaborative Motor Skills Learning

International audienceMotor skills transfer is a challenging issue for many applications such as surgery, design and industry. In order to design virtual environments that support motor skills learning, a deep understanding of humans' haptic interactions is required. To ensure skills transfer, experts and novices need to collaborate. This requires the construction of the common frame of reference between the teacher and the learner in order to understand each other. In this paper, human-human haptic collaboration is investigated in order to understand how haptic information is exchanged. Furthermore, WYFIWIF (What You Feel Is What I Feel), a haptic communication paradigm is introduced. This paradigm is based on a hand guidance metaphor. The paradigm helps operators to construct an efficient common frame of reference by allowing a direct haptic communication. A learning virtual environment is used to evaluate this haptic communication paradigm. Hence, 60 volunteer students performed a needle insertion learning task. The results of this experiment show that, compared to conventional methods, the learning method based on haptic communication improves the novices' performance in such a task. We conclude that the WYFIWIF paradigm facilitate expert-novice haptic collaboration to teach motor skills

Haptic communication to support biopsy procedures learning in virtual environments

International audienceIn interventional radiology, physicians require high haptic sensitivity and fine motor skills development because of the limited real-time visual feedback of the surgical site. The transfer of this type of surgical skill to novices is a challenging issue. This paper presents a study on the design of a biopsy procedure learning system. Our methodology, based on a task-centered design approach, aims to bring out new design rules for virtual learning environments. A new collaborative haptic training paradigm is introduced to support human-haptic interaction in a virtual environment. The interaction paradigm supports haptic communication between two distant users to teach a surgical skill. In order to evaluate this paradigm, a user experiment was conducted. Sixty volunteer medical students participated in the study to assess the influence of the teaching method on their performance in a biopsy procedure task. The results show that to transfer the skills, the combination of haptic communication with verbal and visual communications improves the novices' performance compared to conventional teaching methods. Furthermore, the results show that, depending on the teaching method, participants developed different needle insertion profiles. We conclude that our interaction paradigm facilitates expert-novice haptic communication and improves skills transfer; and new skills acquisition depends on the availability of different communication channels between experts and novices. Our findings indicate that the traditional fellowship methods in surgery should evolve to an off-patient collaborative environment that will continue to support visual and verbal communication, but also haptic communication, in order to achieve a better and more complete skills training

Haptic communication to support biopsy procedures learning in virtual environments

International audienceIn interventional radiology, physicians require high haptic sensitivity and fine motor skills development because of the limited real-time visual feedback of the surgical site. The transfer of this type of surgical skill to novices is a challenging issue. This paper presents a study on the design of a biopsy procedure learning system. Our methodology, based on a task-centered design approach, aims to bring out new design rules for virtual learning environments. A new collaborative haptic training paradigm is introduced to support human-haptic interaction in a virtual environment. The interaction paradigm supports haptic communication between two distant users to teach a surgical skill. In order to evaluate this paradigm, a user experiment was conducted. Sixty volunteer medical students participated in the study to assess the influence of the teaching method on their performance in a biopsy procedure task. The results show that to transfer the skills, the combination of haptic communication with verbal and visual communications improves the novices' performance compared to conventional teaching methods. Furthermore, the results show that, depending on the teaching method, participants developed different needle insertion profiles. We conclude that our interaction paradigm facilitates expert-novice haptic communication and improves skills transfer; and new skills acquisition depends on the availability of different communication channels between experts and novices. Our findings indicate that the traditional fellowship methods in surgery should evolve to an off-patient collaborative environment that will continue to support visual and verbal communication, but also haptic communication, in order to achieve a better and more complete skills training

WYFIWIF: A Haptic Communication Paradigm For Collaborative Motor Skills Learning

International audienceMotor skills transfer is a challenging issue for many applications such as surgery, design and industry. In order to design virtual environments that support motor skills learning, a deep understanding of humans' haptic interactions is required. To ensure skills transfer, experts and novices need to collaborate. This requires the construction of the common frame of reference between the teacher and the learner in order to understand each other. In this paper, human-human haptic collaboration is investigated in order to understand how haptic information is exchanged. Furthermore, WYFIWIF (What You Feel Is What I Feel), a haptic communication paradigm is introduced. This paradigm is based on a hand guidance metaphor. The paradigm helps operators to construct an efficient common frame of reference by allowing a direct haptic communication. A learning virtual environment is used to evaluate this haptic communication paradigm. Hence, 60 volunteer students performed a needle insertion learning task. The results of this experiment show that, compared to conventional methods, the learning method based on haptic communication improves the novices' performance in such a task. We conclude that the WYFIWIF paradigm facilitate expert-novice haptic collaboration to teach motor skills

A case study of developing ICT-supported pedagogy through a collegial practice transfer process

Peer reviewe

A comparison of immersive realities and interaction methods: cultural learning in virtual heritage

In recent years, Augmented Reality (AR), Virtual Reality (VR), Augmented Virtuality (AV), and Mixed Reality (MxR) have become popular immersive reality technologies for cultural knowledge dissemination in Virtual Heritage (VH). These technologies have been utilized for enriching museums with a personalized visiting experience and digital content tailored to the historical and cultural context of the museums and heritage sites. Various interaction methods, such as sensor-based, device-based, tangible, collaborative, multimodal, and hybrid interaction methods, have also been employed by these immersive reality technologies to enable interaction with the virtual environments. However, the utilization of these technologies and interaction methods isn’t often supported by a guideline that can assist Cultural Heritage Professionals (CHP) to predetermine their relevance to attain the intended objectives of the VH applications. In this regard, our paper attempts to compare the existing immersive reality technologies and interaction methods against their potential to enhance cultural learning in VH applications. To objectify the comparison, three factors have been borrowed from existing scholarly arguments in the Cultural Heritage (CH) domain. These factors are the technology’s or the interaction method’s potential and/or demonstrated capability to: (1) establish a contextual relationship between users, virtual content, and cultural context, (2) allow collaboration between users, and (3) enable engagement with the cultural context in the virtual environments and the virtual environment itself. Following the comparison, we have also proposed a specific integration of collaborative and multimodal interaction methods into a Mixed Reality (MxR) scenario that can be applied to VH applications that aim at enhancing cultural learning in situ