Learning Statics through Physical Manipulative Tools and Visuohaptic Simulations: The Effect of Visual and Haptic Feedback

In this study, we: (a) compared the differences in learning of friction concepts between a physical manipulative tool (PMT) and visuohaptic simulation (VHS) four different configurations (visually enhanced feedback on/off, force on/off), (b) analyzed influence visual haptic for concept friction. Specifically, study explored role an object’s size three-stage experiment (i.e., pre-test, experimentation, post-test), 206 undergraduate students force, speed, acceleration, traveled distance two cubes with same weight but sizes pushed on smooth surface. Our results suggest that VHS was effective promoting actively, learners condition outperformed PMT (PMT < VHS), (c) easy identification forces by cues promoted acquisition scientific knowledge, (d) grounded experience about friction, (e) Sequenced (H→H + V) had more benefits than Simultaneous (H V), Visual, Haptic conditions. Students took advantage affordances virtual manipulatives. The implication teaching is tools students’ prior knowledge must be considered design to enhance learning. For education research, implied body actions positively impacted experience.