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PAL: A Framework for Physically Assisted Learning Through Design and Exploration With a Haptic Robot Buddy
Robots are an opportunity for interactive and engaging learning activities. In this paper we consider the premise that haptic force feedback delivered through a held robot can enrich learning of science-related concepts by building physical intuition as learners design experiments and physically exp...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8497750/ https://www.ncbi.nlm.nih.gov/pubmed/34631802 http://dx.doi.org/10.3389/frobt.2021.700465 |
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author | Kianzad , Soheil Chen , Guanxiong MacLean , Karon E. |
author_facet | Kianzad , Soheil Chen , Guanxiong MacLean , Karon E. |
author_sort | Kianzad , Soheil |
collection | PubMed |
description | Robots are an opportunity for interactive and engaging learning activities. In this paper we consider the premise that haptic force feedback delivered through a held robot can enrich learning of science-related concepts by building physical intuition as learners design experiments and physically explore them to solve problems they have posed. Further, we conjecture that combining this rich feedback with pen-and-paper interactions, e.g., to sketch experiments they want to try, could lead to fluid interactions and benefit focus. However, a number of technical barriers interfere with testing this approach, and making it accessible to learners and their teachers. In this paper, we propose a framework for Physically Assisted Learning based on stages of experiential learning which can guide designers in developing and evaluating effective technology, and which directs focus on how haptic feedback could assist with design and explore learning stages. To this end, we demonstrated a possible technical pathway to support the full experience of designing an experiment by drawing a physical system on paper, then interacting with it physically after the system recognizes the sketch, interprets as a model and renders it haptically. Our proposed framework is rooted in theoretical needs and current advances for experiential learning, pen-paper interaction and haptic technology. We further explain how to instantiate the PAL framework using available technologies and discuss a path forward to a larger vision of physically assisted learning. |
format | Online Article Text |
id | pubmed-8497750 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-84977502021-10-09 PAL: A Framework for Physically Assisted Learning Through Design and Exploration With a Haptic Robot Buddy Kianzad , Soheil Chen , Guanxiong MacLean , Karon E. Front Robot AI Robotics and AI Robots are an opportunity for interactive and engaging learning activities. In this paper we consider the premise that haptic force feedback delivered through a held robot can enrich learning of science-related concepts by building physical intuition as learners design experiments and physically explore them to solve problems they have posed. Further, we conjecture that combining this rich feedback with pen-and-paper interactions, e.g., to sketch experiments they want to try, could lead to fluid interactions and benefit focus. However, a number of technical barriers interfere with testing this approach, and making it accessible to learners and their teachers. In this paper, we propose a framework for Physically Assisted Learning based on stages of experiential learning which can guide designers in developing and evaluating effective technology, and which directs focus on how haptic feedback could assist with design and explore learning stages. To this end, we demonstrated a possible technical pathway to support the full experience of designing an experiment by drawing a physical system on paper, then interacting with it physically after the system recognizes the sketch, interprets as a model and renders it haptically. Our proposed framework is rooted in theoretical needs and current advances for experiential learning, pen-paper interaction and haptic technology. We further explain how to instantiate the PAL framework using available technologies and discuss a path forward to a larger vision of physically assisted learning. Frontiers Media S.A. 2021-09-24 /pmc/articles/PMC8497750/ /pubmed/34631802 http://dx.doi.org/10.3389/frobt.2021.700465 Text en Copyright © 2021 Kianzad , Chen and MacLean . https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Robotics and AI Kianzad , Soheil Chen , Guanxiong MacLean , Karon E. PAL: A Framework for Physically Assisted Learning Through Design and Exploration With a Haptic Robot Buddy |
title | PAL: A Framework for Physically Assisted Learning Through Design and Exploration With a Haptic Robot Buddy |
title_full | PAL: A Framework for Physically Assisted Learning Through Design and Exploration With a Haptic Robot Buddy |
title_fullStr | PAL: A Framework for Physically Assisted Learning Through Design and Exploration With a Haptic Robot Buddy |
title_full_unstemmed | PAL: A Framework for Physically Assisted Learning Through Design and Exploration With a Haptic Robot Buddy |
title_short | PAL: A Framework for Physically Assisted Learning Through Design and Exploration With a Haptic Robot Buddy |
title_sort | pal: a framework for physically assisted learning through design and exploration with a haptic robot buddy |
topic | Robotics and AI |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8497750/ https://www.ncbi.nlm.nih.gov/pubmed/34631802 http://dx.doi.org/10.3389/frobt.2021.700465 |
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