햅틱 시뮬레이션에서 역감 피드백 제공이 추상적 개념 학습에 미치는 영향

Abstract

The purpose of this paper was to examine the effectiveness of force feedback in haptic augmented simulation for abstract concept learning in terms of embodied cognition theory. The goal was to enable the auditory, visual, and haptic cognitive processing during the learning process. The study randomly placed 51 adult participants in either a force feedback group, which used the simulation together with the force-feedback device, or a non-force feedback group, which lacked the force feedback element. The results suggested that the participants who learned about gears with force feedback performed better on the immediate posttest and transfer test than those who performed the simulation without haptic feedback. Discussion about this result followed.