# 3D Interaction – Grab

### 🖐️ 3D Grab Tasks

Classlet’s **3D Grab tasks** immerse learners in interactive scenes where they must physically or virtually manipulate objects to demonstrate understanding, apply concepts, or perform simulated actions. These tasks go beyond visual recognition — they demand **spatial reasoning, procedural memory, and embodied engagement**, making them especially powerful for subjects like science, healthcare, engineering, and language learning.

<figure><img src="https://3349891533-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2FjIzKZ5igIly5Ymft60he%2Fuploads%2FpAduPfa5dtT94ry2zeHh%2Fimage%20(32).png?alt=media&#x26;token=54a51184-c731-4b37-9fd0-0c3501cc493c" alt=""><figcaption><p>This is a Grab task in VR in a primary school in Kunming, China, requiring the student to pick up an object to make a decision. Prior to this, several clues—delivered through audio and on-screen text—helped the student gather context and interpret the scenario. The interaction tests not only recognition or recall but also application, as the act of grabbing signals a deliberate choice based on observed cues.</p></figcaption></figure>

### 🎯 Pedagogical Purpose

The 3D Grab mechanic supports **experiential learning**, grounded in **embodied cognition theory** (Wilson, 2002), which posits that knowledge is constructed not only through symbolic reasoning but also through physical interaction. Grabbing allows learners to “think with their hands” — practicing, sequencing, and recalling actions in a way that simulates real-world manipulation. These interactions are tightly aligned with **constructivist** and **situated learning** principles, where knowledge emerges through active, context-rich exploration.

Key learning applications include:

* Practicing a skill step-by-step (e.g., assembling a model, conducting a lab task)
* Isolating and identifying the correct tool or component from a set
* Following procedural order (e.g., sanitation protocols, device operation)
* Reinforcing cause-and-effect relationships by triggering animations or feedback upon grab

### 🧠 Modes of Interaction

| Mode                                   | Description                                                                                                                                                     |
| -------------------------------------- | --------------------------------------------------------------------------------------------------------------------------------------------------------------- |
| **With Camera (VR full body)**         | Learners use their hands in VR to physically reach out and grab virtual objects. This provides high fidelity simulation and mirrors real-world motor actions.   |
| **Without Camera (desktop or mobile)** | Learners move the avatar using joystick or keyboard and trigger grabs with button/key commands. Though less embodied, it maintains agency and sequencing logic. |

Even in non-VR modes, Classlet preserves spatial logic (e.g., object location, pathfinding) to promote immersion and understanding.

<figure><img src="https://3349891533-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2FjIzKZ5igIly5Ymft60he%2Fuploads%2FfXg4VXBjesKIZYKCMnhR%2FSnag_14d3869b.png?alt=media&#x26;token=f1f9965f-254a-43ab-be3b-ac4c93425a8a" alt=""><figcaption><p>This image illustrates a 3D grab-and-drop task in a VR learning environment where the learner actively selects an object (e.g., "Competing Sensory") and places it in the appropriate category panel (e.g., “Relaxation-Seeker's Tranquility”). This interaction is used to reinforce conceptual differentiation—in this case, identifying environmental factors that may conflict or align with certain psychological states. Visual feedback ("Correct!") supports iterative learning. This is a scenario in Singapore Institute of Technology for the learning of Consumer Behavior (Tourism).</p></figcaption></figure>

#### 📚 Instructional Design Tips

* **Align grabs to cognitive targets**: Don't add grab for novelty. Each grab should serve a conceptual or procedural purpose.
* **Use feedback wisely**: Immediate visual/auditory responses (e.g., object glows, haptic ping, verbal cue) reinforce correct actions.
* **Scaffold sequencing**: Combine grab with ordered task flow — e.g., learners must grab steps 1 to 3 in correct order.
* **Integrate with narrative**: Grab interactions can be embedded in stories or mission-based scenarios to increase motivation.

#### 🌟 Sample Use Cases

* In **science**, learners grab lab tools in correct sequence before conducting an experiment.
* In **language learning**, they pick up labeled items based on audio cues to reinforce vocabulary.
* In **civic education**, they interact with symbolic objects (e.g., laws, documents) to simulate governance processes.

<figure><img src="https://3349891533-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2FjIzKZ5igIly5Ymft60he%2Fuploads%2F6p1hH3Ct3X7z4vhuVi6u%2Fimage%20(38).png?alt=media&#x26;token=7391376e-783f-42ac-b402-446931d2c855" alt=""><figcaption><p>In this interactive scene by Hong Kong University of Science and Technology, learners are first asked to manually place stones into a basket—a hands-on task designed to simulate basic sorting logic. This experiential step sets the stage for deeper understanding before introducing an upgraded algorithm, emphasizing the value of learning through active practice.</p></figcaption></figure>

### 🛠️ Configuring a 3D Grab Task in Classlet

To create an effective 3D grab-and-drop learning interaction, instructors need to define **five core components**:

***

#### 1. 🧱 Objects to Grab

Specify which objects the learner can interact with.

* Must be visually distinct and semantically meaningful
* Can be correct, distractors, or contextual tools
* Should support the learning goal (e.g., safety tools, labeled materials)

📌 _Example:_ "Gloves", "Scalpel", "Thermometer"

***

#### 2. 🎯 Drop Zones

Define where objects should be placed to complete the task.

* Can be bins, surfaces, equipment, body parts, etc.
* Each drop zone must have an associated logic: correct, incorrect, or conditional
* Zones can be highlighted or hinted visually in early tasks

📌 _Example:_ "Sterile tray", "Sharps bin", "First aid kit"

***

#### 3. 👁️ Pickup Feedback

What the learner sees or hears immediately upon grabbing an object.

* Visual highlight or glow
* Audio cue or message: “You selected the thermometer.”
* Optional pop-up tip: “Remember to sanitize before handling.”

📌 Helps guide learner focus and contextualize choices.

***

#### 4. 📜 Instruction or Prompt

What the learner is told to do during the task.

* Shown as floating text, voice, or embedded prompt
* Should be **actionable and clear**
* Can include a scenario: “Set up a sterile workstation” or “Sort hazardous items”

📌 Verbs to use: _Grab_, _Place_, _Sort_, _Assemble_, _Check_, _Match_

***

#### 5. 💬 Feedback Configuration

Define what kind of response is triggered after each action or upon task completion.

* **Immediate Correctness:** “Correct! That goes in the red bin.”
* **Explanation:** “Masks must be worn before gloves due to contamination risk.”
* **Retry Prompt:** “Try again. Think about order of use.”
* **Completion Feedback:** “Well done! You've correctly prepared the kit.”

📌 Choose between:

* **Scripted feedback:** predefined for each outcome
* **AI feedback:** dynamic responses that probe reasoning or offer coaching
* **Visual/audio cues:** glows, sounds, color flashes

***

### 🧩 Summary Table

The diagram below outlines the **five essential configuration steps** for designing 3D Grab tasks in Classlet’s immersive learning environment. These tasks simulate hands-on sorting or assembly processes by requiring learners to interact with virtual objects and receive real-time guidance.

<figure><img src="https://3349891533-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2FjIzKZ5igIly5Ymft60he%2Fuploads%2FDJVOtz4O8KQaNdZVp1gl%2Fimage.png?alt=media&#x26;token=2afdea41-7b85-4746-b47c-ddb5197ec0aa" alt=""><figcaption><p>This visual outlines the key instructional components—from defining objects and drop zones to delivering prompts and feedback—that shape learner interaction and scaffold mastery in immersive VR environments.</p></figcaption></figure>
