Our proposed study centers around the hypothesis that:

A haptic-based model of virtual dissection will be found to have significant results with regards to engagement and comprehension than a non-haptic based model, i.e. virtual or literal.

In order to test this hypothesis, we propose a study utilizing haptics during a virtual dissection of a frog in a high school biology classroom. The use of virtual frogs for dissection is becoming more commonplace in classrooms (www.usnews.com, 2007; www.thisislondon.co.uk, 2007); however, currently these programs do not have a tactile dimension to them. The only forms of interaction that are currently utilized are graphically based. This study seeks to add to the literature on educational technology with the goal of finding new ways to utilize cutting edge technology to increase engagement and comprehension within the classroom environment.

RATIONALE

There are a number of reasons why school systems choose virtual dissection over traditional modes of dissection, and adding a haptic interface has the possibility of strengthening the argument for virtual dissection even further. The reasons are:

It is inexpensive. The cost of haptic devices is now within the $200 to $300 range. Furthermore, virtual dissection software has already significantly lowered the costs associated with acquiring, storing, handling and disposing of animals for dissection. The cost of virtual dissection not only gets cheaper as it is used by a greater number of students, it also represents a one-time cost for schools rather than a line on each year’s annual science budget. It is also a solution that requires very little of school systems in the way of storage space and upkeep.

It allows for a flexible educational environment. In a virtual environment, students cannot only experience the dissection process once; they can repeat the process again and again, learning the results of dissections done in several different ways. This iterative process allows for greater retention and allows for students to learn from their mistakes. Additionally, virtual models allow students to easily compare the differences between healthy or diseased, pregnant and non-pregnant, and/or developing or fully-grown specimens.

It is morally sound. Debates have raged in the media for the last several years on the use of real animal dissection and whether it is humane (e.g. www.eschoolnews.com, 2000; www.newyorktimes.com, 2006). In an age where increasing numbers of parents and students are opposed to killing animals unnecessarily, virtual dissection offers the educational experience of dissection without moral qualms.

It is engaging. There is a growing body of evidence (Mount & Cavet, 1995; Fällman et al., 1999) that suggests that involving multiple senses in the educational process can improve learning outcomes. Virtual worlds coupled with haptics have the possibility to tap into these senses, combining to create powerful emotional and intellectual effects on students.

It is easy to implement. Because the cost and size of the haptic are modest, and because such devices do not require additional training for the staff, the “adoption cost” of a switch to haptic enabled virtual dissection would be minimal, allowing for easy implementation in an environment that may be hesitant to change.

It is sanitary. The spread of germs and other contagions is a critical issue within school systems. The introduction of dead animals, no matter how well preserved, could at the very minimum create distress over germs being introduced into the classroom. Though proper measures should be followed when cleaning up the environment and oneself, there is no guarantee that it will be perfectly sanitary. With haptics the usefulness of touch can once again be realized, but within a more sanitary environment.

It is relevant. With each successive generation, students are becoming more acclimated to the digital landscape. These “digital natives” have spent most of their lives utilizing technology not only to play, but also to learn (Prensky, 2006, p. 9).

ALTERNATE PERSPECTIVES

Despite the advantages listed above, the haptic model of virtual dissection would not appeal to everyone, and certainly a strong argument can be made for the direct involvement of students with the physical world in the way that traditional dissection affords (www.nytimes.com, 2006). For example, a sensible argument could be made for the value of future doctors having experience with real specimens before they enter their profession. However, unlike the medical field, the field of education, especially at the k-12 level has many unique issues to deal with including financial considerations and overall parental and student concerns.

METHODS

The proposed study will utilize a case study methodology involving three groups of high school biology students at a single high school: students in the first group would perform the dissection of a real frog and follow the standard procedures for that school’s biology curricula; students in the second group would receive the same lectures and readings as the first, but instead of doing a dissection of a real frog, they would perform a virtual dissection on a virtual frog object using a haptic device; the third group would be like the second, but students in this group would perform a virtual dissection without a haptic device. In the end the grades of students from each group would be compared, and all of the students would complete a survey on their experiences.

PARTICIPANTS

In order to devise a study that controls for the largest number of variables, we have chosen to limit the target population to the students following a single high school’s biology curriculum. Because the target population will be relatively small, the implications of the study will necessarily be limited. However, we hope that the study will be relevant to a wide array of other educational contexts, including ones that are distant from our sample group both geographically and culturally. In order to maximize the applicability of the study, we have decided to focus only on a high school that displays a relatively diverse population in terms of gender, ethnicity and family financial status.

Groups will be chosen via stratified random sampling from the appropriate student population, with the first group performing the traditional dissection, the second performing haptically-enabled virtual dissection and the third virtual dissection without a haptic device. Each group will receive the same in-class preparation, including lectures, presentations and readings, and will be tested on the same material at the end of the process. Every attempt will be made to ensure standardization of the educational process with the sole exception of the mode of dissection.

MEASUREMENTS

This study will employ a mixed methods approach consisting of both quantitative and qualitative measures to compare the student groups. The aim is to produce a study that considers both objective and subjective factors surrounding the students’ educational experience, providing a model receptive to student perceptions and expectations, i.e. engagement, as well as student outcomes in the form of grades.

Quantitative measurements will take two forms. First, the grades of students on a post-dissection examination will be considered, comparing the results for members of both groups. Second, all students will complete two surveys related to the dissection: one survey completed before the dissection unit, and one survey completed after it. The surveys will ask a standardized series of questions about their experiences, with questions measured by a Likert scale, with answers to the questions ranging from “strongly disagree” to “strongly agree” along a seven point scale. Some questions will be reverse scaled to ensure reliability in the measurement of the responses. The results of the answers from each group will then be compared with each other, as will the differences between the entry and exit surveys.

In addition to the quantitative measurements listed above, the surveys will also contain open-ended sections where students will be encouraged to speak freely about their experiences with the dissection, both positive and negative. Questions in this section will gauge both the student’s own assessment of the dissection’s educational results and a personal description of their subjective experiences and emotional states. Finally, in-person interviews with relevant faculty members and administrators will be performed in order to get a different perspective on the study and its results. By combining all of this data with the quantitative section, this study seeks to give a fuller picture of the educational value of haptic devices from a practical perspective. Faculty perspectives on the benefits and problems related to each dissection method will also be gathered using unstructured interviews.

PERSPECTIVE WORK

The final section of this study will involve the presentation of the data, focusing on educational outcomes in the form of exam grades for both groups, as well as student and faculty perceptions of virtual dissection with haptics compared to both the more traditional real method and the non-haptic virtual method. This section will focus on processing the data from each of the three groups, first comparing how the two virtual dissection models compare to the non-virtual model, and then comparing the influence of haptic devices on learning outcomes by comparing the two virtual groups. By triangulating the data in this way, we hope to gain a rich understanding of the impact of the haptic approach compared to other possibilities. This section will also outline some of the practical problems and benefits of implementing each method of dissection, and give recommendations for schools considering such options. Finally, the study will provide an outline of the principal findings and suggest areas for further inquiry. For instance, how does the choice of a specific haptic technology (such as the Novint Falcon as opposed to another device) affect learning outcomes?