Presentation
Student Perceptions of Tactile and Virtual Learning Approaches: What Can We Learn from their Viewpoint?
2013 ASEE Annual Conference & Exposition
(2013)
Abstract
Active physical manipulation and touching of objects, also known as tactile interactions, are
generally viewed as effective ways for students to learn complex and abstract concepts.
Researchers, however, are still investigating how tactile instructional activities contribute to
deeper student learning. In traditional engineering design courses, students engage in tactile as
well as virtual learning experiences. This study aims to determine whether substantial differences
exist between tactile and virtual learning approaches on active learning outcomes. In this
preliminary study, we are investigating students’ perceptions of tactile and virtual learning
activities in an engineering design classroom and the challenges that students face in performing
these types of activities in a team-based approach.
Active learning can have many definitions and, in general, refers to various teaching and learning
strategies where students are responsible for their learning by interactive involvement – this is
not a passive lecture approach. With tactile learning, students are able to explore and manipulate
objects and materials, yet today’s students tend to do much of their exploration and object
manipulation through the use of computer technologies rather than through interactions with
physical products (e.g., virtual product dissection versus physical dissection). Some wonder if
students who no longer touch and handle objects are able to be effective abstract thinkers. Others
contend that because today’s students are more tech savvy, active learning is possible through
virtual interactions.
Our freshman students are introduced to engineering design in a course that incorporates both
digital and hands-on learning. This class provides students with theoretical fundamentals,
abstract thinking, and real-world applications that are taught through the framework of
sustainable design and environmental awareness. Students work in teams to complete their lab
assignments and their ability to successfully collaborate, use the various technologies, and create
novel solutions is dependent upon their ability to manipulate objects (either physically or
virtually). In this paper, we offer preliminary evidence on the comparison of tactile to virtual
learning as perceived by our students and share instructional issues that students feel either help
or hinder their ability to learn.
Disciplines
Publication Date
June 23, 2013
Location
Atlanta, GA
Comments
Copyright 2013 ASEE
Citation Information
Kathy Schmidt-Jackson, Conrad Tucker and Gül E. Okudan-Kremer. "Student Perceptions of Tactile and Virtual Learning Approaches: What Can We Learn from their Viewpoint?" 2013 ASEE Annual Conference & Exposition (2013) Available at: http://works.bepress.com/gul-kremer/43/