Effects of using a force feedback haptic augmented simulation on the attitudes of the gifted students towards studying chemical bonds in virtual reality environment

Basit Öğe Kaydı
dc.authoridumut, ilhan/0000-0002-5269-1128
dc.authoridToffoli, Hande/0000-0003-0307-9036
dc.authorwosidumut, ilhan/A-2772-2017
dc.authorwosidUçar, Erdem/G-6929-2014
dc.authorwosidToffoli, Hande/A-3579-2016
dc.contributor.authorUcar, Erdem
dc.contributor.authorUstunel, Hakan
dc.contributor.authorCivelek, Turhan
dc.contributor.authorUmut, Ilhan
dc.date.accessioned2024-06-12T11:17:07Z
dc.date.available2024-06-12T11:17:07Z
dc.date.issued2017
dc.departmentTrakya Üniversitesien_US
dc.description.abstractThe aim of this study is to identify the effects of force feedback haptic applications developed in virtual reality environments (VREs), which is an important field of study in computer science and engineering, on gifted students' attitudes towards chemistry education in learning process. A 3D 6 DOF (Degree of Freedom) haptik device (Phantom Omni) has been used to develop the algorithm in this study. It can be used to transmit force and motion using a haptic device. Visual C++ was choosen as the software development environment. OpenGL and Haptic Device Application Programming Interface have been used for rendering graphics. At the 3D image creation state Wrap 1200, which is a kind of head-mounted display, has been chosen. The sample of this study consists of 52 students identified as gifted and are attending 6th and 7th grades at the Istanbul Science & Art Center in Istanbul. The experimental group studied chemical bonds using an application developed by using a force feedback haptic device in VRE and the control group studied it by traditional teaching methods. The study reveals that there is a relation between using force feedback haptic applications which are developed in VREs and gifted students' attitudes towards educational programs.en_US
dc.identifier.doi10.1080/0144929X.2016.1264483
dc.identifier.endpage547en_US
dc.identifier.issn0144-929X
dc.identifier.issn1362-3001
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-85006124323en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage540en_US
dc.identifier.urihttps://doi.org/10.1080/0144929X.2016.1264483
dc.identifier.urihttps://hdl.handle.net/20.500.14551/24585
dc.identifier.volume36en_US
dc.identifier.wosWOS:000400001200008en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Ltden_US
dc.relation.ispartofBehaviour & Information Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectVirtual Realityen_US
dc.subjectForce Feedback Haptic Technologiesen_US
dc.subjectChemical Bonden_US
dc.subjectGifted Educationen_US
dc.subjectHuman-Computer Interactionen_US
dc.titleEffects of using a force feedback haptic augmented simulation on the attitudes of the gifted students towards studying chemical bonds in virtual reality environmenten_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu