[IEEE 2007 IEEE Virtual Reality Conference - Charlotte, NC, USA (2007.03.10-2007.03.14)] 2007 IEEE Virtual Reality Conference - Designing and Evaluating a Haptic System for Biomolecular Education

  • View
    214

  • Download
    2

Embed Size (px)

Transcript

  • Designing and Evaluating a Haptic System for Biomolecular EducationPetter Bivall Persson

    Department of Science and Technology, Linkoping UniversityMatthew D. Cooper

    Department of Science and Technology, Linkoping University

    Lena A.E. TibellDepartment of Biomedicine and Surgery

    Swedish National Graduate School in Science and Technology Education ResearchLinkoping University

    Shaaron AinsworthLearning Sciences Research Institute

    School of Psychology, University of Nottingham

    Anders Ynnerman

    Department of Science and Technology, Linkoping University

    Bengt-Harald JonssonDepartment of Physics, Chemistry and Biology, Linkoping University

    ABSTRACT

    In this paper we present an in situ evaluation of a haptic system,with a representative test population, we aim to determine what, ifany, benefit haptics can have in a biomolecular education context.

    We have developed a haptic application for conveying conceptsof molecular interactions, specifically in protein-ligand docking.Utilizing a semi-immersive environment with stereo graphics, usersare able to manipulate the ligand and feel its interactions in thedocking process.

    The evaluation used cognitive knowledge tests and interviewsfocused on learning gains. Compared with using time efficiency asthe single quality measure this gives a better indication of a systemsapplicability in an educational environment. Surveys were used togather opinions and suggestions for improvements.

    Students do gain from using the application in the learning pro-cess but the learning appears to be independent of the addition ofhaptic feedback. However the addition of force feedback did de-crease time requirements and improved the students understandingof the docking process in terms of the forces involved, as is apparentfrom the students descriptions of the experience. The students alsoindicated a number of features which could be improved in futuredevelopment.

    Keywords: Haptics, Haptic Interaction, Life Science Education,Visualization, Protein Interactions.

    Index Terms: H.5.1 [Multimedia Information Systems]: Artifi-cial, augmented, and virtual realities [H5.2]: User InterfacesHaptic I/O K3.1 [Computer Uses in Education]: Computer-assistedinstruction [H.3.4]: Systems and SoftwarePerformance eval-uation (efficiency and effectiveness) J.3 [LIFE AND MEDICALSCIENCES]: Biology and genetics [J.2]: PHYSICAL SCI-ENCES AND ENGINEERINGChemistry

    e-mail: pbp@itn.liu.see-mail:matco@itn.liu.see-mail:lenti@ibk.liu.see-mail:shaaron.ainsworth@nottingham.ac.uke-mail:andyn@itn.liu.see-mail:nalle@ifm.liu.se

    1 INTRODUCTION

    Haptics1 is becoming common within the research community butoften the technology is not applied in real work flows outside re-search, possibly because there is a lack of evaluation of its use.Intended end users are likely to be reluctant to incorporate new, andsometimes very expensive, equipment into their workplaces with-out clear indications of its benefits. In this work the aim is to per-form an extensive evaluation in situ, with a test population that wellrepresents the targeted end users, to determine what, if any, benefithaptics can have in this educational environment. The evaluationwe have carried out provides insight into the usefulness of hapticinteraction in this learning environment and indicates needed futuredevelopments of haptics for molecular interaction.

    Ivan Sutherland, even as early as 1965, wrote a document [23]stating his vision of future VR interaction tools. Perhaps the mostcommon citations are about the virtual world he described, whichbears a close resemblance to that of The Matrix [25]. More im-portant, however, are his more realistic visions about force feed-back devices and their ability to directly represent physical phe-nomena like particles in electric fields. The biomolecular topicwhich is the focus of this work is protein-ligand docking, a fun-damental biochemical process within all living organisms involv-ing large molecules interacting with smaller molecules in dockingevents. Examples of such events are a receptor interacting with itsligand, or a substrate molecule entering an active site of an enzymeand interacting with it through a set of bonds.

    (a) (b)

    Figure 1: (a) Screen dump from the Chemical Force Feedbacksoftware showing the protein, the ligand and a torque visualization,and (b) a student using the Chemical Force Feedback system.

    1Using our tactile/kinaesthetic senses to interact in a virtual environ-ment.

    171

    IEEE Virtual Reality Conference 2007March 10 - 14, Charlotte, North Carolina, USA1-4244-0906-3/07/$20.00 2007 IEEE

  • Molecular biosciences make great use of visual representations,from sketches to advanced computer graphics, often to convey ab-stract knowledge. Within these sciences there is often a need to con-ceptualize multiple and complex three-dimensional relationships,in molecular structures as well as between molecules. However,instructors, as well as science education researchers, have repeat-edly found that students often have great difficulty understandingthese relationships and concepts which the visualization tools aimto make more comprehensible [27].

    To improve the students situation and to investigate the technicaldifficulties involved when utilizing haptics in life science we havedeveloped a haptic application. The application, known as Chem-ical Force Feedback (CFF), combines a visual and haptic display,allowing the user of the system to manipulate the ligand and feelits interactions with the protein as the ligand is fitted into the dock-ing site (figure 1). Similar techniques have previously been usedby [17, 5, 15] and we, and [11], have extended this work to includemore dynamic molecular models and force representations.

    2 RELATED WORK

    Real-time haptic docking systems have been developed previouslyand the most well known is probably that of the GROPE project,which began in 1967 [5, 17]. Some have focused on using hapticsto interact with otherwise automated docking calculations [1] andothers have aimed at a replacement for automated dockings [15].Each system is based on some set of approximations due to thehigh refresh rates needed for force feedback (the tactile sense re-quires updates at speeds of the order of 1kHz, something that ishard to combine with the time consuming calculations required fordocking). Some systems give five or six degrees of freedom (DOF)feedback but, like the work of [11], most of these use custom madehardware and are, thus, not commercially available. The high costof commercial 6DOF devices restricts most systems to only 3DOF,especially if the aim is to incorporate the system into an educationalsetting. The haptic molecular models aimed at education generallyuse more simplified force calculations, which is acceptable as longas the most significant force behaviour is preserved.

    2.1 Haptics and Visualizations in Learning Contexts

    Haptics enables a learner to identify several different physical prop-erties of an object, such as hardness, density, shape etc. [22, 12, 28],and while visuals are rapid and more encompassing, helping in theperception of macro structures, haptics is often superior when in-vestigating micro-geometric properties [20, 24]. In many learningcontexts the combination of the two senses can be superior to ei-ther alone [16, 8] and the ability to use kinaesthetics may help ingrasping concepts concerning physical phenomena [3].

    Too little is known about which types of representations ought tobe used when conveying information about molecular life scienceand under which conditions haptic and visual immersive applica-tions are beneficial for these educational purposes. However, in theresearch that has been carried out investigating the area of usinghaptics in educational settings, there seems to be a consensus thatthe use of force feedback can ease the understanding of a varietyof complex processes. A gain is especially apparent when deal-ing with cases that include elements of forces we handle regularly(such as in mechanics) or when there exists an intuitive transla-tion from the studied phenomenon into force for example, as statedin [10], concerning a model of a molecule: ...mapping certainquantities to force is fairly intuitive as far (sic) as we accept thetraversal from the real microscopic world into virtual macroscopicone. The work of Reiner [18] is also very interesting where, afterusing a simple tactile interface to a computer program, students de-veloped a concept of fields and constructed representations close tothose of formal physics.

    The impact of visualization has been strong in biology and chem-istry education since the new ways of teaching offered by novelkinds of technology are expected to aid the understanding of themolecules structures and their interactions. Haptics is one exam-ple as it can enable a user to feel intermolecular forces or even sub-atomic structures, such as the electron density function, through aforce representation.

    In [8, 10] an electron density function is used as basis for thegenerated force feedback. According to [8] the electron densityfunction is hard for students to grasp and images trying to visualizeit often lead to misconceptions since the function needs four dimen-sions to be represented. Haptics is found to be a good way to easeunderstanding by translating the fourth dimension to force, therebyalso avoiding oversimplifications. In [10] a different approach istaken: the density function is utilized in the force calculations asa haptic cursor in the form of a virtual electron enabling a user toprobe a molecules effective shape.

    There are several other examples of how haptics has proven use-ful: in [16] visual and haptic feedback is compared in a simpledocking task, producing shorter docking times with haptics. Phys-ical models