# VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0
## 2 Related Work  
Recent studies in psychological science suggest that detailed lasting memories are promoted by introducing the sense of touch [10], and this finding can benefit both training and educational settings. Therefore, haptic technology has been introduced to promote expertise and learning in myriad areas such as industry, navigation, e-commerce, gaming, arts, medicine, and education [11]. In Industry 4.0, for example, pilots are often trained in flight simulators where mid-air haptic devices are installed to control the plane. Only after perfect command is achieved on the simulator can the pilot oversee a real plane [12]. In the medical field, haptic training environments have also been used to perform diverse procedures in surgery such as suturing [13]. Dental training with artificial teeth has also used haptic tools, and oral implant therapy has used haptic technologies as a relevant part of the dental practice [14; 15].  
Modeling a physical situation with a visuo-haptic environment has the advantage that the related physical parameters may be controlled and adjusted within a large range of values--in contrast to a real-lab setting in which only a limited number of options may be given to the student [16]. The use of haptic environments with educative purposes has notably increased within the last two decades, especially for teaching abstract or complex concepts--from scenarios aimed to master basic science concepts [17] to secondary schools combining haptic interfaces and virtual reality applications for educational pur poses [18]. Overall, the experience shows that haptic technology improves the level of human perception due to the deeper immersion it provides [19; 20].  
There are several examples in the literature about the design, implementation, and evaluation of the impact of using visuo-haptic environments with educational purposes, such as frictional forces [21; 22; 23], the Coriolis effect [8], precession [23], fluids concepts [7], chemical bonding [24], and electric forces [6; 25; 26]. These studies suggest that embodied learning significantly contributes to a better understanding of abstract concepts dealing with forces. Similarly, some of these studies have administered perception and attitude surveys (e.g., [23]) and found that the use of visuo-haptic simulators stimulates multiple users' senses, meeting the needs of kinesthetic learners as well as enhancing existing e-learning systems, user engagement, and concept retention [27].  
After developing several visuo-haptic simulators for the teaching of physics in OpenGL and Unity environments [6; 22; 28; 29; 30], the main contribution of this work is the identification of a methodology to facilitate the conceptualization, design, implementation, and evaluation of visuo-haptic environments aiming to foster the understanding and applications of physics and science concepts by engineering students in order to develop skills within the framework of Education 4.0.  
From a search in the related literature, we failed to identify a paper explicitly dealing with the definition of such a methodology. Instead, authors usually start by identifying a possible physics situation related to a given physics curricula for undergrad engineering students and then--according to the available haptic devices, school environment and student populations--identify a programming language and engine to design the visuo-haptic simulator, implement its use, and administer an assessment tool to measure the impact of the use of the haptic simulators in the learning process (e.g., [7; 8; 21; 25; 29; 31]). There has not been a general methodological scheme to approach this problem.