VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0

Julieta Noguez, Luis Neri, Víctor Robledo-Rella, Rosa María Guadalupe García-Castelán, Andres Gonzalez-Nucamendi, David Escobar-Castillejos and Arturo Molina
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Julieta Noguez: Tecnologico de Monterrey, School of Engineering and Science, Ave. Eugenio Garza Sada 2501, Monterrey 64849, Mexico
Luis Neri: Tecnologico de Monterrey, School of Engineering and Science, Ave. Eugenio Garza Sada 2501, Monterrey 64849, Mexico
Víctor Robledo-Rella: Tecnologico de Monterrey, School of Engineering and Science, Ave. Eugenio Garza Sada 2501, Monterrey 64849, Mexico
Rosa María Guadalupe García-Castelán: Tecnologico de Monterrey, School of Engineering and Science, Ave. Eugenio Garza Sada 2501, Monterrey 64849, Mexico
Andres Gonzalez-Nucamendi: Tecnologico de Monterrey, School of Engineering and Science, Ave. Eugenio Garza Sada 2501, Monterrey 64849, Mexico
David Escobar-Castillejos: Facultad de Ingeniería, Universidad Panamericana, Augusto Rodin 498, Mexico City 03920, Mexico
Arturo Molina: Tecnologico de Monterrey, School of Engineering and Science, Ave. Eugenio Garza Sada 2501, Monterrey 64849, Mexico

Future Internet, 2021, vol. 13, issue 10, 1-20

Abstract: Education 4.0 demands a flexible combination of digital literacy, critical thinking, and problem-solving in educational settings linked to real-world scenarios. Haptic technology incorporates the sense of touch into a visual simulator to enrich the user’s sensory experience, thus supporting a meaningful learning process. After developing several visuo-haptic simulators, our team identified serious difficulties and important challenges to achieve successful learning environments within the framework of Education 4.0. This paper presents the VIS-HAPT methodology for developing realistic visuo-haptic scenarios to promote the learning of science and physics concepts for engineering students. This methodology consists of four stages that integrate different aspects and processes leading to meaningful learning experiences for students. The different processes that must be carried out through the different stages, the difficulties to overcome and recommendations on how to face them are all described herein. The results are encouraging since a significant decrease (of approximately 40%) in the development and implementation times was obtained as compared with previous efforts. The quality of the visuo-haptic environments was also enhanced. Student perceptions of the benefits of using visuo-haptic simulators to enhance their understanding of physics concepts also improved after using the proposed methodology. The incorporation of haptic technologies in higher education settings will certainly foster better student performance in subsequent real environments related to Industry 4.0.

Keywords: haptic devices; simulators; educational innovation; higher education; Education 4.0; physics and engineering (search for similar items in EconPapers)
JEL-codes: O3 (search for similar items in EconPapers)
Date: 2021
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