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Does Virtual Haptic Dissection Improve Student Learning? A Multi-Year Comparative Study.

Erolin, C and Lamb, C and Soames, R and Wilkinson, C (2016) Does Virtual Haptic Dissection Improve Student Learning? A Multi-Year Comparative Study. Studies in Health Technology and Informatics, 220. pp. 110-117. ISSN 0926-9630

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Abstract

This study investigated the haptic 'dissection' of a digital model of the hand and wrist in anatomy education at both undergraduate (UG) and postgraduate (PG) levels. The study ran over five successive years and was split into three discreet phases. Phase one compared the results of PG students across control, non-haptic and haptic groups. Phase two compared the results of UG students between control and haptic groups. Phase three compared the results of UG students across control, non-haptic and haptic groups. Results for all phases indicate that use of the model, both through haptic and non-haptic interfaces produced some significantly improved test results. The non-haptic group performing the strongest overall indicating that the addition of haptic feedback may not be beneficial to student learning.

Item Type: Article
Uncontrolled Keywords: 1117 Public Health And Health Services, 0807 Library And Information Studies
Subjects: L Education > LB Theory and practice of education
N Fine Arts > NB Sculpture
Q Science > QA Mathematics > QA76 Computer software
Divisions: Liverpool School of Art and Design
Publisher: IOS Press
Related URLs:
Date Deposited: 20 Jan 2017 12:17
Last Modified: 09 Sep 2017 04:49
DOI or Identification number: 10.3233/978-1-61499-625-5-110
URI: http://researchonline.ljmu.ac.uk/id/eprint/5335

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