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Implications of Touch Technologies on Enhancing Teaching and Learning

in Higher EducationMargaret J. Cox, Jonathan P. San Diego

and Barry Quinn The Dental Institute - King’s College London

Research and Innovation in Distance Education and E-learningNovember 1st 2013

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Outline

• Introduction and background of the hapTEL project• Explanation of haptics and its place in the HE curriculum• Dental case study: goals, study design, tasks, methods,

results • Pedagogical and design considerations and implications

for distance education and other future technologies • Examples for training and education at a distance and

other disciplines• Conclusions and implications for HE education research

and development

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40 years evidence ofpositive impact of TEL on

students’ learning

Growth in use of TELin dental education

Simulations, generic Software, online resources

Sensors, programming

Little research intonew multimedia impact

in post-compulsory education

Haptics providesnew representation

systems and immersionin virtual environments

Impact on students’learning; epistemologies;

manual skills;conceptual understanding;

Rationale for the original project

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2007 – 2011 (Award Number: RES-139-25-0387) •UK Technology Enhanced Learning (TEL) Research Programme (within ESRC)•UK Economic and Social Research Council (ESRC)•UK Engineering and Physical Sciences Research Council (EPSRC)•UK Joint Information Systems Committee (JISC)

2012 - 2014•Technology Strategy Board•King’s College Teaching Fund

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Funders for hapTEL projects

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hapTEL Interdisciplinary team and partnersKing’s College Staff and Post-graduate Students

Dental Institute (Cox, San Diego, Quinn + 20)

Department of Education and Professional Studies (Cox)

School of Nursing and Midwifery (Fordham-Clarke)

School of Medicine (Butchers)

School of Robotics (Altheofar)

University of Reading - Cybernetics team (Harwin, Barrow, Tse)

University of Portsmouth – Dental Academy (Holmes, Wynne)

Birmingham City University Engineering (Elson)

University of the Arts - London (Wright)

Generic Robotics – (Barrow and colleagues)

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Educational EvaluationFramework

Factors affecting learning experiences (Entwistle, 1987)

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BARRY QUINN

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Goals and issues for Dental Education

UndergraduateDental Education

Developing the learnerto become a practising

professionalManipulative skills

Need to provide satisfactoryand sufficient

feedback to students

Increasing size of student cohorts

Spatial reasoning skills

Changing the way Professionals work: e.g.

in teams with DCPs

hand-eyeCo-ordination

Using tactile devices

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Requirements of the Dental curriculum

• Dental curriculum–Relevance of haptics technology–Priorities and issues

• Current practices–‘Biological vs mechanistic’–Cavity cutting on plastic and discarded teeth–Formative assessment

• Perceived integration constraints–Ethics (Institutional requirements and patients)–Risks and entitlements

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Clinical concepts and skills for undergraduate dental students

• Caries removal• Depth of the cavity• Angle of entry into the tooth• Speed of the bur• Different tactile sensations in cutting between

different tissues• Cavity design• Time available for the task and the actual time

taken

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hapTEL • Removal of virtual

decayed material on a virtual tooth located in a jaw• Three sessions: as many

attempts as they wish within a given time per session

• Removal of artificial decayed material on a plastic tooth• Three sessions: Two

attempts per session

Traditional

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Graphic models

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Strand 3 - Research design and methods to measure students‘ learning

• Pre and post tests

– Spatial reasoning; fine motor skills; 3-D perceptions

– Attitudes towards ICT and haptics

• Video observations of students’ practices in the laboratories

• Task performance in traditional and hapTEL laboratories

• Final Cavity preparation task

• Post-lab self assessment task

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Examples of assessment techniques

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Study Design (Large scale trials)

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Clinical skills assessment methods• Traditional methods

–Observation by tutors during manikin-head work–Reviewing finished work at end of treatment/course–Practical examination of specific clinical skills tasks

• TEL methods

Based on logs, screen capture and live feedback –Reviewing in-progress virtual clinical treatment on

screen–Post-evaluation of each recorded student’s task

procedure– Examining series of completed of tasks

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Research methods to measure curriculum practice and teachers’ pedagogies

• Interviews with tutors• Observations of both experimental and control groups• Designing specific dental tasks• Self-assessment by students of their task

performances• Tutor assessment• Criteria based assessment of final tasks• Attitude test of tutors

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Educational impact results • hapTEL ‘dental chair’ provided individual feedback to each

student who didn’t have to wait for the tutor to provide feedback

• TEL activity enabled the students to have multiple attempts to improve their practice compared with the traditional activity which was limited to two plastic teeth per student per session.– 1 plastic tooth costs £16. £13,800 per term for 144 students

• hapTEL tooth could be enlarged 6-times by the students so they could see the result of their cavity preparation, and learn about accurate self assessment

• hapTEL ‘dental chair’ enables the students to replay their procedure to observe their strengths and weaknesses

• Year 1 students who were only taught using the hapTEL virtual system and had never treated a real or plastic tooth, performed as well as the traditionally taught students when preparing a plastic tooth cavity at the end of the term

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JONATHAN P. SAN DIEGO

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Research into developing virtual learning systems with haptics

• Physical Layout (Ergonomics, collocation, workspace)• Physical interface (inclusion of rubber cheeks, synthetic

tissues)• Touch (Collision detection, DoF, workspace, etc.)• Vision (3D or 2D, tissue models, colour changes,

magnification, graphic scene changes)• Audio (mono/stereo/3D, variants of feedback)• Others (data logs and visualisation, motion

representation, smell)

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Requirements analysis: meeting users’ needs• Physical setup of the device

Ergonomics Finger-rest Foot control Oral workspace

• Oral cavity model First lower molar with the adjacent and opposing teeth Other tissues (but not haptic at present)

• Multi-sensory feedback (colour, sound, vibration etc.)• Teaching aids (orientation, magnification, playback, 3D

measurement)

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Phases of developing the 3D models

3D VR HapticTooth

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Teeth and mouth model

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hapTEL Workstation (Curriculum Version)

3D Display Monitor

Haptic handpiece

Foot Controls

Haptic Device

Shutter glasses

Audio speakers

Camera

Pod

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Examples of assessment techniques

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Haptics in Distance Learning

AHVITED - Audio Haptics for Visually Impaired Training and Education at a Distance (AHVITED) (Europe)

Learning Biomolecular Docking (Singapore)

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Tele-operation

Robot-assisted tele-operation

Surgery Tele-operation

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Haptics with other future technologies

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Haptic radar (Japan)

Whiskers!

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Hug over distance

Air compressor

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Heard of digital underwear?

If you do not have a long distance lover, then it is not for you.

Bazinga!

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MARGARET COX

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hapTEL for Dentistry

• Simulating the dental chair

hapTEL related to art

• Links between drawing and clinical surgery skills

hapTEL applied to other health-care subjects

• Developing the system for injections

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hapTEL virtual learning unit at Kings College Dental Institute

Eyesi virtual learning unit at Moorfields Eye Hospital

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Extending the research into drawing and art

• Year 1 cohort n=130, investigated relationship between computer drilling skills logs and drawing journal

• Initial drawing task was drawing a ceramic tooth which the student could not see but only touch

• 2 week period to visually record images of the ceramic tooth in their journal

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Postgraduate Trial study: MA Drawing students exploring and recording ceramic object

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Kings College Dental students exploring and recording ceramic object

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Dental student journal drawings using conventional drawing materials

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Recording using non conventional drawing materials

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Data from HapTEL unit(2012)

User Name: H115 D1216.10.12Cavity=4Material Logs Enamel: Remaining 98.61% Dentine: Remaining 99.01% Carie: Removed 74.14% Pulp exposed: NoPulp: Removed 0% Timing Logs Total Duration: 143.26 secondsTime at first contact: 24.01 secondsTime spent Drilling: 80.24 seconds

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Example of one students log-file and drawing achievement

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120600 1105044 1205263 1200434 1203403 1204844 1203729 1108205 1206342 904767 1102774

use of line 16 13 9 8 10 7 6 11 8 6 5

use of tone 16 13 10 6 15 7 5 6 5 5 2

drawing response 18 15 8 11 6 10 9 5 10 5 6

3D recording 18 15 10 7 10 5 5 9 6 5 4

drawing materials 10 5 11 14 2 11 15 5 6 7 3

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3

5

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BDS 1 Drawing Skills (2012)Graded levels of drawing performance

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Results of drawing project

• The preliminary analysis from the journals with comparison to the computer log files indicate a correlation between certain drawing styles and the virtual clinical performance in hapTEL

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Implications for Teaching

• The results of the study are a practical example of a pedagogical strategy that could incorporate TEL methods into under/postgraduate programmes in Dentistry, Surgery and other related fields

• Drawing skills can be an indication of fine motor skills equally needed for intricate processes in technical and scientific subjects

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Extending the hapTEL system in health – care teaching

King’s College Teaching FundSept 2012 – July 2014

hapTEL in dentistry

hapTEL in nursing

hapTEL in medicine

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Evolution of hapTEL touch technologies in higher education

Dental cavity preparation

Medical injections

Nursing training

Doctor training

Dental

injections

Relating to drawing

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Technology Strategy Board project – injections – July 2013 – June 2014

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Conclusions: Implications for TEL in Higher Education

In order for haptic TEL or other TEL resources to be absorbed into the curriculum and make a positive contribution to students’ learning:

1. University teachers need to be involved in the innovation from the beginning.

2. TEL needs to complement the traditional teaching practices

3. TEL needs to be seen to enhance the evolving curriculum.

4. Extensive ongoing support for teachers is needed to maximise its potential.

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Educational EvaluationFramework

Factors affecting learning experiences (Entwistle, 1987)

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THANK YOU for your interest

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http://www.haptel.kcl.ac.uk

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