Integrating Visuo-Haptic Simulators for Active Learning to Explore the Concept of Boyle's Law

Sebastián Montes-Isunza¹Octavio Lozada-Flores¹Lorena Alexandra Berumen-Glinz¹Daisy Escobar-Castillejos²David Escobar-Castillejos^1*

• ¹Universidad Panamericana. Facultad de Ingeniería. Augusto Rodin 498, Ciudad de México, Mexico
• ²Universidad Autónoma de Chiapas, Faculta de Ingeniería, Blvd. Belisario Domínguez Km. 1081, S/N, Tuxtla Gutiérrez, Chiapas, Mexico

The teaching process is essential for developing future professionals, particularly in fields that require a deep understanding of theoretical concepts. However, traditional classroom-based methods often struggle to engage students who have grown up with technology, especially with complex subjects like physics. Lectures and textbooks provide foundational knowledge but may fail to make the material feel relevant, resulting in lower retention rates. In recent years, interactive learning tools have enriched educational experiences, particularly through embodied cognition, which enhances learning by engaging students physically and emotionally. One promising approach is the use of visuo-haptic simulators. They enable students to interact with a concept's visual and tactile components. In this study, a visuo-haptic simulator was developed to help students understand the principles of ideal gases, specifically Boyle's Law. The simulator enables students to adjust variables such as pressure and volume, providing visual and tactile feedback that results in an immersive, hands-on learning experience. The objective was to evaluate students' perceptions of learning with the simulator compared to traditional methods. Surveys and interviews were conducted to gather qualitative data on students' engagement with the simulator. Results show that students felt more motivated to engage with the simulator than with traditional problem-solving approaches. Students also mentioned the potential of these simulators to support learning in other subjects. Visuo-haptic simulators encourage active learning by providing interactive environments that turn students from passive recipients into active participants. Future work will focus on assessing learning outcomes in real classroom settings and developing new simulators to cover additional concepts related to ideal gases.