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In this paper we present a study about multi-sensory content within the context of learning activities aimed at people with intellectual disability. A story was prepared together with traditional stimulus (audio and visual) and multisensory (audio, video, tactile and smell). Knowing that people with intellectual disability, due to their cognitive l...
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Nowadays, inclusive schools should be characterized by a high level of commitment in teacher training. To achieve this goal, teachers should be trained in teaching competences in contexts of a great diversity. Their task will be to teach intellectually disabled students by adapting the educational contents through the use of educational resources....
Citations
... This is further developed through interactive designs like the TalkingBox [40], which integrates tangible technology with graphic symbols to promote engagement through memory-matching games. Lastly, the potential of multisensory storytelling in supporting cognitive functions is exemplified by Matos et al. [188], showing improvement in memory retention through diverse sensory inputs. This concept is applied in broader contexts such as virtual reality and participatory design by Gelsomini [104] and Robb [238], focusing on children with special needs, to create more immersive and accessible learning environments. ...
... Digital storytelling has altered the way we communicate by serving as a mediator, increasing participation, and fostering identity formation [164,225,311]. Technology can help by providing different sensory stimuli, which improves engagement and learning [188] while also better adapting to each person's sensory needs [320] and allowing them to share a story "in the way [they] think and feel" [254]. Whether the social element is intentional or not, technology as a facilitator can promote fun socialization and communication [319]. ...
... The integration of technology within the EmpowerBox amplified the storytelling experience. Multisensory components, such as LEDs, fans, and vibromotors, enriched these narratives by adding layers of sensory engagement, as multisensory approaches advocated by [87,188,320]. The blinking lights, spinning propellers, and tactile vibrations became integral elements in the participants' narratives, enhancing their ability to communicate emotions and preferences effectively. ...
Digital accessibility and assistive technologies have been employed to improve the experiences of individuals with intellectual disabilities in multiple settings. This work explores the application of these technologies in informal learning settings, with an emphasis on museums and creativity, to create engaging and knowledge-rich experiences. In this doctoral dissertation, participants with intellectual disabilities are engaged in all design steps, with the final goal of understanding their needs and preferences and developing and evaluating prototypes with them. When establishing procedures and activities to engage them in the co-design process, it is essential to consider their abilities, needs, and rights. The study is structured into four main parts: (1) Methodological Frameworks and Design, which underscores the use of improvisation and scaffolding techniques to adapt the design process to the participants' requirements; (2) Digital and Interactive Technologies, examining the role of Augmented Reality (AR) through AIMuseum, accessible applications through ACCESS+, and social robots in making museum content more understandable and engaging for the participants; (3) Creativity and Multisensory Integration, enabling users to interact with art content using multiple senses and leveraging their creative expression with Artificial Intelligence (AI), a Multisensory Diorama (MSD), and with a multisensory self-representation box, called Empowerbox, fostering self-expression and creativity; (4) Discussion and Conclusions, where research questions are addressed and reflections are offered. In these studies, we included important stakeholders: cultural mediators, who play an essential role in building narratives to engage visitors while describing the content of items on display; educators and support workers, who have close contact and provide help and the necessary scaffolding for participants; and a psychologist, who analyze emotional, cognitive and social processes and behavior. These stakeholders are also involved in the design team, and by examining their participation, interaction, and role, this project seeks to better understand the needs of final users and find more effective ways to listen to their voices and have them as active partners. This doctoral dissertation contributes to the Human-Computer Interaction (HCI) field by providing methodological insights and practical applications for inclusivity in technology design. Also, it advances the understanding of how digital and interactive technologies can be leveraged to make informal learning and cultural institutions more accessible and engaging for individuals with intellectual disabilities.
... The use of technological tools creates dynamic and emotional learning contexts in which texts, recorded voices, music, sounds, images and videos are combined, helping to maintain attention and encourage student engagement (Tisza & Markopoulos, 2021). The potential inherent in digital narration can be enhanced if supplemented with additional multi-sensory stimuli: in fact, it has emerged that in learning environments where the senses are stimulated simultaneously, it shows an improvement in the acquisition of information (Matos et al., 2015). Sensory signals transmit, in addition to in-formation of a descriptive nature of the surrounding environment, important characteristics related to the emotional aspect of stimuli, enriching the process of perception. ...
... The use of technological tools creates dynamic and emotional learning contexts in which texts, recorded voices, music, sounds, images and videos are combined, helping to maintain attention and encourage student engagement (Tisza & Markopoulos, 2021). The potential inherent in digital narration can be enhanced if supplemented with additional multi-sensory stimuli: in fact, it has emerged that in learning environments where the senses are stimulated simultaneously, it shows an improvement in the acquisition of information (Matos et al., 2015). Sensory signals transmit, in addition to in-formation of a descriptive nature of the surrounding environment, important characteristics related to the emotional aspect of stimuli, enriching the process of perception. ...
... The tangible dimension integration, can be beneficial in people with disabilities and special education needs (Alessandrini et al., 2014;Bonillo et al., 2019;Francis et al., 2019;Somma et al., 2021;Somma & Desideri, 2020), supporting processes like concept abstraction, sequencing, experience's memory (Matos et al., 2015;Ten Brug et al., 2012, 2016Young et al., 2011), communication or story retelling performance (Hengeveld et al., 2008(Hengeveld et al., , 2009Matos et al., 2015). ...
... The tangible dimension integration, can be beneficial in people with disabilities and special education needs (Alessandrini et al., 2014;Bonillo et al., 2019;Francis et al., 2019;Somma et al., 2021;Somma & Desideri, 2020), supporting processes like concept abstraction, sequencing, experience's memory (Matos et al., 2015;Ten Brug et al., 2012, 2016Young et al., 2011), communication or story retelling performance (Hengeveld et al., 2008(Hengeveld et al., , 2009Matos et al., 2015). ...
Background
Collaborative storytelling can be a helpful tool to promote cognitive and social skills in adolescents with neurodevelopmental disorders.
Aims
The current study aimed to explore the benefits of collaborative storytelling using traditional (TST), digital (DST), and tangible digital (TDST) methodologies.
Materials and Methods
Fourteen Spanish students with mild to moderate intellectual disability and other neurodevelopmental comorbid disorders participated in collaborative storytelling sessions in the classroom, following an experimental, mixed, and cross‐sectional design. The study comprised three individual assessments of narrative skills and eight collaborative storytelling sessions using different storytelling methodologies. Individual and collaborative stories were videotaped, transcribed verbatim, and analysed for formal and content characteristics. Behaviours and interactions during the collaborative storytelling were analysed for each group and session.
Results
The results show a positive effect of collaboration on students' stories, compared to individual performance, regardless of the methodology used.
Conclusion
Collaboration, technological device handling, and shared storytelling did not present a barrier for the participants.
... So, we can consider multi-sensory storytelling as an integration to the traditionally one, that only use audio and video aspects, with additional stimuli of a multisensory nature. In this case, the individual experiences an environment in which his or her senses are simultaneously stimulated; it has been shown how, in learning environments with such characteristics, individuals with intellectual disabilities show improvement in information acquisition (Matos et al., 2015). Since the learning process is transversal among all individuals, it is inferred that the integration of stimuli with a multisensory nature can increase the quality of the learning process. ...
The learning process can benefit from the support of digital and multisensory components. This research investigates the effect produced by two different narration methodologies on a sample of 40 5-year-old children. The control group participated in storytelling, while the experimental group took part in digital multisensory storytelling. The results have shown that the second methodology is linked to a higher ability to recall the story orally and to the implication of greater emotions in children in retelling phase
... The use of technological tools creates dynamic and emotional learning contexts in which texts, recorded voices, music, sounds, images and videos are combined, helping to maintain attention and encourage student engagement (Tisza & Markopoulos, 2021). The potential inherent in digital narration can be enhanced if supplemented with additional multi-sensory stimuli: in fact, it has emerged that in learning environments where the senses are stimulated simultaneously, it shows an improvement in the acquisition of information (Matos et al., 2015). Sensory signals transmit, in addition to in-formation of a descriptive nature of the surrounding environment, important characteristics related to the emotional aspect of stimuli, enriching the process of perception. ...
The need to innovate teaching-learning practices to enhance students’ learning outcomes and promote nowadays transversal skills often clashes with the reiteration of standardized and outdated teaching and assessment methods.
Recent developments in the assessment field have highlighted the need to shift the focus of assessment from the product (or the outcome) to the learning process itself, moving from an assessment of learning and for learning to an assessment as learning, in which the student actively participates in the process. This perspective moves toward learning-oriented assessment practices and involves the integration of three key elements: tasks appropriate to the approach, development of assessment competence, and student involvement in feedback processes. These practices thus support self-regulated learning by leading students to take an active role, monitoring their progress through self-assessment, reflecting on the effectiveness of their learning approaches, and considering their mistakes as an opportunity to learn and improve.
The purpose of the present study is to investigate whether the change in assessment modes affects students’ ability to self-regulate their own learning path.
... The use of technological tools creates dynamic and emotional learning contexts in which texts, recorded voices, music, sounds, images and videos are combined, helping to maintain attention and encourage student engagement (Tisza & Markopoulos, 2021). The potential inherent in digital narration can be enhanced if supplemented with additional multi-sensory stimuli: in fact, it has emerged that in learning environments where the senses are stimulated simultaneously, it shows an improvement in the acquisition of information (Matos et al., 2015). Sensory signals transmit, in addition to in-formation of a descriptive nature of the surrounding environment, important characteristics related to the emotional aspect of stimuli, enriching the process of perception. ...
Many recent studies highlighted the importance of feedback on the quality of learning. It empowers students to take ownership of their learning, guides institutions in making informed decisions, ensures continuous improvement, fosters engagement and motivation, facilitates open communication, and enables personalized learning experiences. However, despite its relevance, the use of feedback processes in everyday teaching often becomes unsustainable, due to the number of students and the timing of the courses. On the other hand, the expansion of ubiquitous learning in digital environments has led to an exponential growth of significant data for tracking learning. Although the use of these data can be beneficial, tools and technologies are needed for automated data collection and analysis.
In this direction, significant support can be provided by technologies incorporating Artificial Intelligence (AI), which include a wide collection of different technologies and algorithms. Notably, Learning Analytics (LA) and Educational Data Mining (EDM) can be useful in developing a student-focused strategy. The systematic use of AI techniques and algorithms could enable new scenarios for educators, profiling and predicting learning outcomes and supporting the creation of sustainable patterns of assessment. However, even though several studies aimed at integrating EDM and LA techniques in online learning environments, only few of them focused on applying them to real-world physical learning environments to support teachers in providing timely and quality feedback based on minimally invasive measurements.
The present paper presents an approach aimed at addressing the feedback problem in real university classes, laying the groundwork for the development of an intelligent system that can inform and support the university teacher in delivering personalized feedback to a large group of students.
... To improve this situation, different intervention approaches have been suggested. Those approaches have involved among others (a) increased opportunities of social contact, (b) experience of multisensory rooms, (c) exposure to multi-sensory storytelling, and (d) access to self-regulated stimulation [1,[9][10][11]. ...
... The use of multi-sensory rooms consists of introducing the person to multiple stimulation sources designed to engage the person's senses and offer the person a feeling of well-being and pleasure [14][15][16]. Adopting multi-sensory storytelling exposes the person to the narration of simple stories interspersed with the presentation of the stimuli characterizing the stories [10,17,18]. Promoting self-regulated stimulation involves the use of a technology system that allows the person to access preferred environmental stimulation independently (i.e., through the performance of simple responses available in the person's repertoire) [19][20][21]. ...
BACKGROUND: People with severe/profound intellectual and multiple disabilities often need support for their occupational engagement. OBJECTIVE: This study assessed a smartphone-based intervention program to strengthen a functional object manipulation response (i.e., collecting and putting away objects) and possibly improve the mood of five adult participants with severe/profound intellectual disability and visual-motor impairment. METHODS: The intervention program, which relied on a smartphone linked to a motion sensor, was implemented according to a nonconcurrent multiple baseline across participants design. During the program phase, every object manipulation response (detected by the motion sensor) caused the smartphone to provide the participants with 9 or 10 s of preferred stimulation. Failure to respond for a preset period of time caused the smartphone to present a verbal encouragement/prompt. RESULTS: Data showed that during baseline (prior to the intervention program), the participants’ mean frequency of object manipulation responses per 5-min session was always below three. During the intervention phase, the mean frequency of object manipulation responses varied between about 14.5 and 20.5 per session. Moreover, participants showed mood improvement. CONCLUSIONS: These results suggest that a smartphone-based intervention program may promote functional responding and improve mood in people with severe/profound intellectual and multiple disabilities.
... Számos -ugyancsak köznevelésben végzett -kutatás eredményei közt olvasha¬ tunk arról, hogy a DST pozitív hatással volt a tanulói figyelemre, mely az ütemezés feszességének, a multimédiás adatokkal való kreatív tevékenységeknek, illetve a nagymértékű tanulói bevonódásnak volt tulajdonítható (Reyes Torres et al., 2012;Karakoyun és Yapici, 2016;Karakoyun és Kuzu, 2016). Az érzelmi bevonódás és a képi kommunikáció lehetősége kedvezően hatott sajátos nevelési igényű tanulók figyelmére is (Yussof et al., 2012;Matos et al., 2015;Ying et al., 2016), de a DST-vel történő matematikai feladatmegoldás fejlesztette óvodáskorú gyerekek figyelmét is (Preradovic et al., 2016). Gimnazisták matematikai problémákat jelenítettek meg valós kontextusban digitális történeteikben, feladattartásuk a teljes folyamat alatt egyenletesen feszes volt (Gould & Schmidt, 2010). ...
... A DST képfeldolgozó szakasza és a produktum vizuális megjelenése pozitívan hat a vizuális memóriára, míg a szövegalkotás a hosszú távú memóriában történő elrak¬ tározást szolgálja (Sarica g Usluel, 2016). A digitális történetek készítése és befo¬ gadása ugyanakkor a multiszenzoros jellegnek köszönhetően a tartalmak mélyebb bevésését is támogatja (Matos et al., 2015). ...
Az internet, az okoskészülékek és a közösségi platformok térhódítása lehetővé tette, hogy a 21. század embere digitális tartalmak befogadója és előállítója is legyen, valamint mikro- és makronarratívák segítségével szociális kapcsolódási igényét is kielégítse. Mindez megváltoztatta korunk emberének kommunikációs és tanulási szokásait is. A tudásátadás ősi, történetmesélésen alapuló formája megmaradt, ám a digitális média alkalmazásainak és a korlátlan közzététel lehetőségének köszönhetően az egyéni narratívák változatos formában és funkcióval jelennek meg. A Digitális média és történetmesélés a felsőoktatásban című könyv több tudományterület segítségével helyezi történeti és fogalmi keretbe a történetmesélés átalakulásának folyamatát és a digitális korra jellemző kommunikációs szokásokat. A kötet a hazai és nemzetközi gyakorlatot összegezve és abból kiindulva részletesen ismerteti azokat a felsőoktatási szakterületeket, amelyeknek a képzési rendszerébe szervesen illeszkednek a digitális médiatörténetek alkotására és értelmezésére fókuszáló kurzusok, emellett külön foglalkozik az interneten megjelenő narratívákban rejlő kutatási irányokkal is.
... Despite the fact that 84% of the EU citizens declare cultural heritage as personally important and 90% important for their country, much too often the possibility for the (co) creation of a participatory cultural space with cognitive-emotional access to the values of heritage, that promotes self-reflective and critical thinking, remains unattended from the supply side, e.g., cultural heritage agencies and institutions. Even less opportunities exist for audiences with visual, auditory and intellectual impairments: due to a range of limitations, these publics are a less attractive audience for the cultural sector (Pasikowska-Schnass 2019; Matos et al. 2015). Thus, it is important to adopt a pedagogically effective solution that may motivate audiences with special needs to engage in a learning in disguise process. ...
