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- Bivall Persson, Petter, 1979-, et al.
(författare)
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Designing and Evaluating a Haptic System for Biomolecular Education
- 2007
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Ingår i: IEEE Virtual Reality Conference, 2007. VR '07.. - Piscataway, NJ, USA : IEEE. - 1424409063 ; , s. 171-178
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Konferensbidrag (refereegranskat)abstract
- In this paper we present an in situ evaluation of a haptic system, with a representative test population, we aim to determine what, if any, benefit haptics can have in a biomolecular education context. We have developed a haptic application for conveying concepts of molecular interactions, specifically in protein-ligand docking. Utilizing a semi-immersive environment with stereo graphics, users are able to manipulate the ligand and feel its interactions in the docking process. The evaluation used cognitive knowledge tests and interviews focused on learning gains. Compared with using time efficiency as the single quality measure this gives a better indication of a system's applicability in an educational environment. Surveys were used to gather opinions and suggestions for improvements. Students do gain from using the application in the learning process but the learning appears to be independent of the addition of haptic feedback. However the addition of force feedback did decrease time requirements and improved the students understanding of the docking process in terms of the forces involved, as is apparent from the students' descriptions of the experience. The students also indicated a number of features which could be improved in future development.
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| 2. |
- Bivall Persson, Petter, 1979-, et al.
(författare)
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Evaluating the Effectiveness of Haptic Visualization in Biomolecular Education - Feeling Molecular Specificity in a Docking Task
- 2006
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Ingår i: 12th IOSTE Symposium. - : Universiti Science Malaysia. - 9832700396 ; , s. 745-752
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Konferensbidrag (refereegranskat)abstract
- Within the molecular life sciences extensive use is made of visual representations, ranging from sketches to advanced computer graphics, often used to convey abstract knowledge that is difficult for the student to grasp. This work evaluates a new visual and haptic (tactile/kinetic) tool for protein docking in an in situ learning situation by combining qualitative and quantitative methods, performing tests and interviews with students; all aiming at a proper inclusion of visualization tools into biomolecular education. Preliminary results indicate time gains, strong positive affective responses and learning gains from the tasks, however the influence of haptics needs further investigation.
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| 3. |
- Bivall Persson, Petter, 1979-, et al.
(författare)
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Improved Feature Detection over Large Force Ranges Using History Dependent Transfer Functions
- 2009
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Ingår i: Third Joint Eurohaptics Conference and Symposium on Haptic Interfaces for Virtual Environments and Teleoperator Systems, WorldHaptics 2009. - : IEEE. - 9781424438587 ; , s. 476-481
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Konferensbidrag (refereegranskat)abstract
- In this paper we present a history dependent transfer function (HDTF) as a possible approach to enable improved haptic feature detection in high dynamic range (HDR) volume data. The HDTF is a multi-dimensional transfer function that uses the recent force history as a selection criterion to switch between transfer functions, thereby adapting to the explored force range. The HDTF has been evaluated using artificial test data and in a realistic application example, with the HDTF applied to haptic protein-ligand docking. Biochemistry experts performed docking tests, and expressed that the HDTF delivers the expected feedback across a large force magnitude range, conveying both weak attractive and strong repulsive protein-ligand interaction forces. Feature detection tests have been performed with positive results, indicating that the HDTF improves the ability of feature detection in HDR volume data as compared to a static transfer function covering the same range.
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| 4. |
- Bivall Persson, Petter, 1979-
(författare)
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Learning Molecular Interaction Concepts through Haptic Protein Visualization
- 2008
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Ingår i: Proceedings of SIGRAD 2008. - Linköping, Sweden : Linköping University Electronic Press. ; , s. 17-19
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The use of haptics is growing in the area of science education. Haptics appears to convey information to students in a manner that influences their learning and ways of thinking. This document outlines examples of how haptics has been employed in science education contexts and gives a more detailed description of an education oriented evaluation of a haptic protein-ligand docking system. In molecular life science, students need to grasp several complex concepts to understand molecular interactions. Research on how haptics influences students' learning show strong positive affective responses and, in the protein-ligand docking case, that reasoning with respect to molecular processes is altered. However, since many implications of using haptics in education are still unknown, more research is needed.
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| 10. |
- Höst, Gunnar E., 1976-, et al.
(författare)
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Methods for investigating students’ learning and interaction with a haptic virtual biomolecular model
- 2010
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Ingår i: Contemporary Science Education Research: International Perspectives. - Ankara : Pegem Akademi. - 9786053640318 ; , s. 115-121
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Konferensbidrag (refereegranskat)abstract
- Although immersive haptic virtual technologies are emerging rapidly in modern education, few methods exist for delivering data on the pedagogical merits of such models in the molecular life sciences. This paper reports on a selection of methods that we have used to obtain and analyse data on students’ learning and interaction with a haptic virtual model of protein-ligand docking, previously designed by author PBP. The methods have been developed and employed during four consecutive years in which the model has been part of an advanced biomolecular interactions course. In this regard, we present data-collection methods that include written items, interviews, think-aloud tasks and automated time-stamped logs and, corresponding quantitative and qualitative analytical procedures such as pre/posttest statistical comparisons, word usage analysis and, visualised profiling of students’ interaction with the model. Our results suggest that these methods are useful for generating valuable information on students’ learning gain, changes in conceptual understanding, reasoning processes and patterns of interactivity with the model. Dissemination of such methods could provide an empirical contribution to the dearth of research instruments in this domain. Future research will develop these methodologies to explore the relationship between using the model and students’ conceptual and embodied learning.
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