id:"swepub:oai:DiVA.org:liu-60354"
Sökning: id:"swepub:oai:DiVA.org:liu-60354" > Do Haptic Represent...
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| Fältnamn | Indikatorer | Metadata |
|---|---|---|
| 000 | 03559naa a2200433 4500 | |
| 001 | oai:DiVA.org:liu-60354 | |
| 003 | SwePub | |
| 008 | 101012s2011 | |||||||||||000 ||eng| | |
| 024 | 7 | a https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-603542 URI |
| 024 | 7 | a https://doi.org/10.1002/sce.204392 DOI |
| 040 | a (SwePub)liu | |
| 041 | a engb eng | |
| 042 | 9 SwePub | |
| 072 | 7 | a ref2 swepub-contenttype |
| 072 | 7 | a art2 swepub-publicationtype |
| 100 | 1 | a Bivall, Petter,d 1979-u Linköpings universitet,Medie- och Informationsteknik,Tekniska högskolan4 aut0 (Swepub:liu)petpe18 |
| 245 | 1 0 | a Do Haptic Representations Help Complex Molecular Learning? |
| 264 | c 2011-03-30 | |
| 264 | 1 | b Wiley,c 2011 |
| 338 | a print2 rdacarrier | |
| 520 | a This study explored whether adding a haptic interface (that provides users with somatosensory information about virtual objects by force and tactile feedback) to a three-dimensional (3D) chemical model enhanced students' understanding of complex molecular interactions. Two modes of the model were compared in a between-groups pre- and posttest design. In both modes, users could move and rotate virtual 3D representations of the chemical structures of the two molecules, a protein and a small ligand molecule. In addition, in a haptic mode users could feel the interactions (repulsive and attractive) between molecules as forces with a haptic device. Twenty postgraduate students (10 in each condition) took pretests about the process of protein--ligand recognition before exploring the model in ways suggested by structured worksheets and then completing a posttest. Analysis addressed quantitative learning outcomes and more qualitatively students' reasoning during the learning phase. Results showed that the haptic system helped students learn more about the process of protein–ligand recognition and changed the way they reasoned about molecules to include more force-based explanations. It may also have protected students from drawing erroneous conclusions about the process of protein–ligand recognition observed when students interacted with only the visual model. | |
| 650 | 7 | a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Didaktik0 (SwePub)503022 hsv//swe |
| 650 | 7 | a SOCIAL SCIENCESx Educational Sciencesx Didactics0 (SwePub)503022 hsv//eng |
| 650 | 7 | a NATURVETENSKAPx Biologix Biokemi och molekylärbiologi0 (SwePub)106022 hsv//swe |
| 650 | 7 | a NATURAL SCIENCESx Biological Sciencesx Biochemistry and Molecular Biology0 (SwePub)106022 hsv//eng |
| 650 | 7 | a NATURVETENSKAPx Data- och informationsvetenskapx Medieteknik0 (SwePub)102092 hsv//swe |
| 650 | 7 | a NATURAL SCIENCESx Computer and Information Sciencesx Media and Communication Technology0 (SwePub)102092 hsv//eng |
| 653 | a Haptic learning | |
| 653 | a multimodality | |
| 653 | a molecular interactions | |
| 653 | a protein-ligand docking | |
| 653 | a NATURAL SCIENCES | |
| 653 | a NATURVETENSKAP | |
| 700 | 1 | a Ainsworth, Shaaronu School of Psychology, University of Nottingham, University Park, Nottingham, NG7 2RD, U.K.4 aut |
| 700 | 1 | a Tibell, Lena A. E.,d 1952-u Linköpings universitet,Medie- och Informationsteknik,Tekniska högskolan,Visual Learning and Communication4 aut0 (Swepub:liu)lenti27 |
| 710 | 2 | a Linköpings universitetb Medie- och Informationsteknik4 org |
| 773 | 0 | t Science Educationd : Wileyg 95:4, s. 700-719q 95:4<700-719x 0036-8326x 1098-237X |
| 856 | 4 8 | u https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-60354 |
| 856 | 4 8 | u https://doi.org/10.1002/sce.20439 |
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