According to the embodied cognition theory, adding extra sensory channels for user interaction with an online learning scenario can improve understanding and long-term retention of physical phenomena. In this regard, the implementation of visuo-haptic simulators (VHSs), which integrate touch into a visual simulator, may enhance users' learning experiences by allowing them to manipulate objects and feel forces realistically. Haptic technology and VHSs have been used for training in various fields like surgery, navigation, and industrial applications. In education, VHSs have also been applied to explain physics concepts from elementary to undergraduate levels.

Our research group has consistently applied a methodology to develop VHSs for undergraduate engineering students over several years, called VIS-HAPT. Using this methodology, several VHSs have been developed to explain physics concepts, such as electric forces between different charge distributions, friction forces exerted by a surface on a block, and the buoyant force on an object immersed in a liquid. In this project, we introduce a new VHS designed to clarify the nature of magnetic forces, a challenging concept for our students. This VHS features a fixed long straight conducting wire and a rectangular conducting loop in the same plane, with one side of the loop parallel to the wire. Users can adjust parameters like the magnitude and direction of currents in the wire and loop, the distance between them, and the loop's dimensions, and perceive the corresponding effects on the magnetic force exerted by the wire on the loop. Through the haptic feedback provided by the VHS students can feel the strength of this force, perceive its direction, and simultaneously visualize its value on the screen, enhancing their learning experience.

The VHS was tested with 117 junior undergraduate engineering students at Tecnologico de Monterrey, Mexico City Campus, during the February-June 2024 term. To study the impact of the VHS on students’ learning, the student sample was randomly divided into an experimental group (N = 81), who used the VHS, and a control group (N = 36) who did not. Guided by detailed instructions, experimental students conducted several practices to explore the magnetic force by adjusting the physical parameters of the VHS. In a parallel way, control students received more traditional lecture-based instruction.

A feedback perception questionnaire about the VHS experience was administered to the experimental students. The results show that most experimental students expressed a very positive opinion on their interaction with the VHS and found it user-friendly, motivating, realistic, and helpful in understanding magnetic forces. Additionally, by administering identical pre-tests and post-tests instruments to both experimental and control groups, learning gains were calculated for both student groups. The preliminary results are promising, in the sense that the average learning gains for the experimental students was larger than the one for the control students. The statistical significance of this result is discussed. Overall, the results of this work suggest that the use of the magnetic force VHS, complemented with appropriate learning strategies, can improve students' understanding and retention of electromagnetic concepts better than only applying traditional instruction methods.

Keywords: Visuo-haptic simulator, engineering education, haptic feedback, magnetic force, physics education.