Multimodal Learning Methods for the Fundamentals of Atomic Force Microscopy
Nanotechnology is a specialized field which requires an in-depth understanding of unintuitive concepts and significant capital for equipment. These requirements pose a large barrier to entry for the field and can intimidate students from pursuing studies in nanotechnology. This study explores the fe...
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| Format: | Thesis |
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Massachusetts Institute of Technology
2022
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| Online Access: | https://hdl.handle.net/1721.1/140375 |
| _version_ | 1811076952200577024 |
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| author | Ovitigala, Nisal |
| author2 | Liu, John H. |
| author_facet | Liu, John H. Ovitigala, Nisal |
| author_sort | Ovitigala, Nisal |
| collection | MIT |
| description | Nanotechnology is a specialized field which requires an in-depth understanding of unintuitive concepts and significant capital for equipment. These requirements pose a large barrier to entry for the field and can intimidate students from pursuing studies in nanotechnology. This study explores the feasibility of teaching nanotechnology concepts, specifically the working principle of an Atomic Force Microscope (AFM), through multimodal learning methods to assess whether students have an easier time understanding unintuitive concepts. This study used a custom lowcost haptic feedback controller as the main interaction tool for students to “feel” the forces that an AFM tip feels as it approaches the surface of a sample and an activity was developed to teach students the concept of the force-distance (FD) curve in the AFM using the haptic feedback controller. This activity was implemented in the MIT Micro/Nano Engineering Laboratory class (2.674) with 11 students taking part in this experimental study. These students were split into two groups, Group 1 (N=7) and Group 2 (N=4), where students in Group 1 received regular lab instruction and students in Group 2 received the haptic activity after which both groups were asked to complete an assessment. The two groups then had their roles reversed and were asked to complete another assessment so that all students received both type of instruction. Results of the first assessment reveal that Group 1 students scored an average of 55% and Group 2 students scored an average of 88% showing that the haptic module taught students the FD curve more effectively. These results suggest that multimodal learning methods can be a useful tool in teaching students’ nanotechnology and hence, increases accessibility and lowers cost of teaching nanotechnology. |
| first_indexed | 2024-09-23T10:31:58Z |
| format | Thesis |
| id | mit-1721.1/140375 |
| institution | Massachusetts Institute of Technology |
| last_indexed | 2024-09-23T10:31:58Z |
| publishDate | 2022 |
| publisher | Massachusetts Institute of Technology |
| record_format | dspace |
| spelling | mit-1721.1/1403752022-02-16T03:31:34Z Multimodal Learning Methods for the Fundamentals of Atomic Force Microscopy Ovitigala, Nisal Liu, John H. Massachusetts Institute of Technology. Department of Mechanical Engineering Nanotechnology is a specialized field which requires an in-depth understanding of unintuitive concepts and significant capital for equipment. These requirements pose a large barrier to entry for the field and can intimidate students from pursuing studies in nanotechnology. This study explores the feasibility of teaching nanotechnology concepts, specifically the working principle of an Atomic Force Microscope (AFM), through multimodal learning methods to assess whether students have an easier time understanding unintuitive concepts. This study used a custom lowcost haptic feedback controller as the main interaction tool for students to “feel” the forces that an AFM tip feels as it approaches the surface of a sample and an activity was developed to teach students the concept of the force-distance (FD) curve in the AFM using the haptic feedback controller. This activity was implemented in the MIT Micro/Nano Engineering Laboratory class (2.674) with 11 students taking part in this experimental study. These students were split into two groups, Group 1 (N=7) and Group 2 (N=4), where students in Group 1 received regular lab instruction and students in Group 2 received the haptic activity after which both groups were asked to complete an assessment. The two groups then had their roles reversed and were asked to complete another assessment so that all students received both type of instruction. Results of the first assessment reveal that Group 1 students scored an average of 55% and Group 2 students scored an average of 88% showing that the haptic module taught students the FD curve more effectively. These results suggest that multimodal learning methods can be a useful tool in teaching students’ nanotechnology and hence, increases accessibility and lowers cost of teaching nanotechnology. S.B. 2022-02-15T17:02:59Z 2022-02-15T17:02:59Z 2021-06 2021-06-15T16:17:44.201Z Thesis https://hdl.handle.net/1721.1/140375 In Copyright - Educational Use Permitted Copyright MIT http://rightsstatements.org/page/InC-EDU/1.0/ application/pdf application/pdf Massachusetts Institute of Technology |
| spellingShingle | Ovitigala, Nisal Multimodal Learning Methods for the Fundamentals of Atomic Force Microscopy |
| title | Multimodal Learning Methods for the Fundamentals of Atomic Force Microscopy |
| title_full | Multimodal Learning Methods for the Fundamentals of Atomic Force Microscopy |
| title_fullStr | Multimodal Learning Methods for the Fundamentals of Atomic Force Microscopy |
| title_full_unstemmed | Multimodal Learning Methods for the Fundamentals of Atomic Force Microscopy |
| title_short | Multimodal Learning Methods for the Fundamentals of Atomic Force Microscopy |
| title_sort | multimodal learning methods for the fundamentals of atomic force microscopy |
| url | https://hdl.handle.net/1721.1/140375 |
| work_keys_str_mv | AT ovitigalanisal multimodallearningmethodsforthefundamentalsofatomicforcemicroscopy |