Examining whether touch sensory feedback is necessary for science learning through experimentation: A literature review of two different lines of research across K-16 |
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| Institution: | 1. Groep Gezondheid en welzijn, University Colleges Leuven-Limburg, Herestraat 49, 3000 Leuven, Belgium;2. Educational Sciences Department, Vrije Universiteit Brussel (VUB), Pleinlaan 2, 1050 Brussels/Elsene, Belgium;1. Graduate School of Education, University of California Berkeley, 4433 Tolman Hall, Berkeley, CA 94720, USA;2. School of Culture, Education, and Human Development, Media and Games Network, New York University Steinhardt, 2 Metrotech Center, Brooklyn, NY 11201, USA;3. Center for Technology in Learning, SRI International, 333 Ravenswood Avenue, Menlo Park, CA 94025, USA;4. Graduate School of Education, University of California Berkeley, 4611 Tolman Hall, Berkeley, CA 94720, USA |
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| Abstract: | The focus of this paper is on the contribution that active touch sensory feedback offered through physical or virtual (with haptic feedback) manipulatives, makes to students' learning through science experimentation. Both theoretical perspectives and empirical evidence are presented. The theoretical perspectives were drawn from two types of theories, namely embodied cognition and additional (touch) sensory channel, which were associated with the use of physical and virtual manipulatives for learning purposes. The empirical evidence was drawn from two different lines of research. The first line of research involves studies that have focused on comparing physical manipulatives and virtual manipulatives (without the provision of haptic feedback), whereas the second involves studies that have focused on comparing virtual manipulatives with and without the provision of touch sensory (haptic) feedback. Both theories supply strong arguments for providing touch sensory feedback during science experimentation, whereas the empirical research outcomes show that providing touch sensory feedback is not always a prerequisite for learning science through experimentation. Those instances for which touch sensory feedback does appear to be a necessity for learning science through experimentation are identified. However, science education studies are limited within the aforementioned research areas. In addition, their findings are inconsistent, especially for the research focused on comparing virtual manipulatives with and without haptic feedback. The latter makes it difficult to arrive at a solid framework that depicts when and how touch sensory feedback should be offered to students for learning science through experimentation. The article concludes with suggestions for future research that would contribute towards development of such a framework. |
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| Keywords: | Touch sensory input Haptics Virtual labs Physical labs Simulations Science education |
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