# VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0
## 6 Conclusions  
A well-structured methodology, named VIS-HAPT, was proposed to carry out the process of designing, implementing, and assessing learning experiences incorporating visuo-haptic devices for engineering students. The methodology is organized in four phases: (a) learning experience design; (b) development of the technological model; (c) environment calibration and testing; and (d) application and field studies. With VIS-HAPT methodology, it was possible to: (i) create better scenarios to enrich the learning experiences by adding the sense of touch; (ii) make more efficient processes to build the physical models of the selected scenarios; (iii) standardize the interface design processes to provide better quality visualizations; (iv) establish a process to select suitable haptic devices to optimize programming efforts; (v) integrate the _HaDIU_ generic architecture to Unity game engine in order to facilitate the operation of haptics from different brands and models; (vi) calibrate the process of the physical model used in the simulator coupled to the haptic device; (vii) standardize the performance of usability tests with physics experts and students; and (viii) improve the selection process of student samples and the design of perception questionnaires. A significant reduction in the time and effort by approximately 44% for all four phases of the proposed methodology was attained, as compared to the cases without methodology. Despite the fact that the tests were only carried out with four visuo-haptic environments, significant reduction times were obtained in almost all phases, and it can be concluded that the times were shorter when the methodology was used. The results of this work also suggest a slight additional improvement in students' perceptions when applying the VIS-HAPT methodology, making students feel comfortable with the improvements introduced to their learning activities. In terms of future work, the authors envisage the design of new visuo-haptic environments with the VIS-HAPT methodology for physical scenarios that are typically difficult for students and that involve the use of forces. Additionally, it will be necessary to perform further learning gains studies, comparing the results of experimental and control groups to better assess the impact of the use of visuo-haptic environments on student outcomes. When transferring these benefits to the Education 4.0 framework, near-reality learning experiences should be added, with multiple applications in professional performance, for students to acquire knowledge and develop skills to face the challenges of Industry 4.0. \begin{table}
\begin{tabular}{l c c c c c c c c} \hline \hline \multirow{2}{*}{**ID**} & \multirow{2}{*}{**Perception Question**} & \multicolumn{2}{c}{**Without**} & \multicolumn{2}{c}{**With**} & \multicolumn{2}{c}{**Difference**} & \multicolumn{1}{c}{**Hypotheses**} \\  & & \multicolumn{2}{c}{**Methodology**} & \multicolumn{2}{c}{**VIS-HAPT**} & \multicolumn{2}{c}{**in**} & \multicolumn{1}{c}{**Test of**} \\  & & & & & **Methodology** & **Percentages** & **Paared** \\  & & & & & & **for Scale 3** & **Samples** \\ \hline  & & 1 & 2 & 3 & 1 & 2 & 3 & & \(p\)-value \\ \hline PQI & Comprehension of force behavior & 5\% & 3\% & 92\% & 0\% & 3\% & 97\% & 5\% & 0.0835 \\ \hline PQ2 & Simple and intuitive manipulation & 5\% & 9\% & 86\% & 0\% & 8\% & 92\% & 6\% & 0.1965 \\ \hline PQ3 & Appropriate and attractive visualization & 8\% & 20\% & 72\% & 0\% & 7\% & 93\% & 21\% & 0.004 \\ \hline PQ4 & Helped to understand electric forces & 6\% & 0\% & 94\% & 0\% & 3\% & 97\% & 3\% & 0.2445 \\ \hline PQ5 & Recommend using visuo-haptic simulators & 5\% & 0 & 95\% & 0\% & 2\% & 98\% & 3\% & 0.197 \\ \hline \hline \end{tabular}
\end{table} 
Table 5: Hypotheses test of the paired samples of the perception survey with and without methodology. **Author Contributions:** Conceptualization, J.N. and L.N. ; Data curation, A.G.-N.; formal analysis, V.R.-R. and A.G.-N.; funding acquisition, A.M.; investigation, V.R.-R. and R.M.G.G.-C.; methodology, J.N.