Sensory needs are being recognised as a vital part of learning, development and engagement within the classroom and are being used more often to make education both accessible and fun. To harness the ...full potential of sensory supports, using these strategies correctly is key! This is the essential guide to using sensory strategies successfully with school children, from occupational therapist, Kim Griffin, who has 20 years of experience supporting sensory needs. As you make your way through the book, you will be joined by Isla and Noah, two children whose stories will help illustrate how information in the book can be used practically. In addition, the book includes personal anecdotes from Kim, links to further reading, reflective questions and teacher perspectives to show how a teacher might use the information in the classroom. These features will help you easily identify sensory needs and use sensory tools effectively. Foreword written by Emma Goodall.
The purpose of this paper is to derive into practical recommendations from multisensory stimulation with virtual reality (VR) and scent to help educators develop effective teaching strategies geared ...toward aspects of the learning experience, recall, and creativity in a stereotypical learning context.
The paper is based on a randomized experiment in which student participants were subdivided into three treatment groups and one control group. Each group was stimulated by a different combination of visual, auditory, and olfactory stimuli (2D SMELL, VR, and VR SMELL) and the outcomes were compared against those of the control group (2D). Consistent with the Cognitive Theory of Multimedia Learning, hypotheses were constructed to study the effect of different combinations of stimuli on the learning experience and learning outcomes related to recall and creativity in a stereotypical learning context.
Traditional video content alone and bundled with a coherent olfactory stimulus prompted higher self-reported ratings of perceived quality of the sensory experience. Olfactory stimulus in combination with either VR or a traditional video prompted higher self-reported ratings on perceived immersion. In a stereotypical learning context, the highest recall scores were achieved with traditional video alone. Both VR alone and bundled with an olfactory stimulus resulted in enhanced creativity.
The findings of this study should be interpreted in the context of adopting multisensory stimulations combined with VR technology as part of stereotypical learning contexts. Most professional educators do not have robust knowledge or experience in using build-on-purpose multisensory stimuli but are increasingly engaged in using multisensory tools such as VR, as part of their teaching practice. In relation to recall, the results are consistent with the hypothesis that in a stereotypical learning context, a multisensory experience involving VR and olfactory stimuli can be related to an undesired cognitive load for learners. There exists a possibility that the low-technical version of the VR goggles used, as well as the contents of the instructional video may have influenced the learning outcomes in terms of recall. Hence, future research should consider such aspects and focus on richer learning contexts.
This work offers practical recommendations for instructional design strategies aiming to create multisensory stimulations with VR and olfactory components to foster a richer learning experience and enhanced learning outcomes, under the assumptions of a stereotypical learning context.
•Norway constitutes a special case in the participatory research literature.•The cultural probes method was not used in participatory research in Norwegian kindergartens before.•We found children's ...selective engagement of senses in their stories prompted by the cultural probes.•We recommend focus on quieter senses of smell, taste and proprioception in child-centred story research and design.
This study builds on child-centred early education models that emphasise active listening to children's voices and follow participatory research methods to accommodate children's expressions. We used the cultural probes method with eleven Norwegian 4-5-year-olds to elicit children's storytelling and multisensory engagement. The children were encouraged to tell a story using open-ended art-making materials provided in a “story box”. Children's stories were analysed according to their structural elements with The Social Relationships in Children's Stories (SRCS) tool, and in relation to the intensity of children's engagement of their six senses (vision, hearing, touch, smell, taste and proprioception) during the activity. The SRCS analysis showed that children's stories centred on real characters performing commonly encountered acts, mostly in rural settings (e.g., ‘a man pushing a tree’ or ‘A mother and a baby relaxing in the forest’). Children engaged their senses selectively, in a sequence of different levels of intensity, with the visual and haptic engagement being the most intensively engaged senses during the story-tellings. Children's real-life stories that engage the hidden senses (olfaction, taste and proprioception) could enrich the methods and design of future education studies.
This paper presents the development of the Archipelago Cultural Insight Education Application, an Android-based platform designed to enhance the learning of Nusantara’s rich cultural heritage. ...Utilizing Extreme Programming (XP), an agile software development methodology, the application was developed to accommodate the dynamic requirements of educational content and interface design. The XP approach facilitated rapid iterations and continuous feedback, ensuring the application remained aligned with educational goals and user needs. The application features a user-friendly interface with dedicated sections for Traditional Houses, Local Attractions, Regional Foods, Folk Songs, and other cultural elements. Each section provides comprehensive data and detailed descriptions that aim to educate and engage users. The design prioritizes intuitive navigation and ease of content management, which is critical for the educational effectiveness and sustainability of the app. Moreover, the integration of multisensory learning elements, such as auditory content in the Folk Songs section, enhances the educational experience by providing a more immersive understanding of the cultural context. The application's development process and its features illustrate the benefits of applying agile methodologies in educational technology, highlighting how they can be used to produce a robust, engaging, and informative educational platform. This study contributes to the field by demonstrating the practical application of agile principles in the design and implementation of educational technology that effectively bridges cultural education and digital innovation.
It has been proposed that statistical integration of multisensory cues may be a suitable framework to explain temporal binding, that is, the finding that causally related events such as an action and ...its effect are perceived to be shifted towards each other in time. A multisensory approach to temporal binding construes actions and effects as individual sensory signals, which are each perceived with a specific temporal precision. When they are integrated into one multimodal event, like an action-effect chain, the extent to which they affect this event’s perception depends on their relative reliability. We test whether this assumption holds true in a temporal binding task by manipulating certainty of actions and effects. Two experiments suggest that a relatively uncertain sensory signal in such action-effect sequences is shifted more towards its counterpart than a relatively certain one. This was especially pronounced for temporal binding of the action towards its effect but could also be shown for effect binding. Other conceptual approaches to temporal binding cannot easily explain these results, and the study therefore adds to the growing body of evidence endorsing a multisensory approach to temporal binding.
It is not a new finding that much human learning takes place implicitly outside of educational institutions in informal, everyday contexts, yet these learning processes receive comparatively little ...systematic attention within the current anthropology of learning, education and schools. Based on long-term social anthropological research in a peasant community in rural Indonesia (Sulawesi), the article will address the complex multisensory forms of learning through which children acquire a large part of their competencies and their extensive environmental and agricultural knowledge. I will focus on the mixed-age “communities of practices” in which this knowledge is transmitted and acquired and show that affective bonds to peers and adults influence to a large extent which out-of-school areas of competence a child acquires. Building on the “embodied capital theory.” I argue that children in rural areas obtain a complex form of “ecological literacy” that encompasses not only a rich knowledge about the local ecosystems and agri- as well as horticultural processes but also a particular formation of the senses and the physical body in general (muscle size and memory, physical strength, coordination, balance, and motor skills). I shall conclude with some critical reflections on the general devaluation of the extra-curricular, non-formal, and environmental forms of learning, which can be observed not only in Indonesia but also worldwide and seems to be closely related to the global spread of Western psychological theory models about the healthy socio-emotional and cognitive development of children, supported by global institutions like UNICEF, World Bank, and Save the Children. For years, a constant increase of early childhood development programs can be observed, which aim at improving children’s school readiness, particularly in low-income countries, in order to enhance the future prospect of children. These programs, however, go hand in hand with the devaluation and oppression of indigenous knowledge systems and thus often worsen the future prospects of younger people.
Lack of self-confidence and speaking abilities can hinder student learning. Students without self-confidence struggle to express their views and opinions, resulting in poor speaking skills. This ...study examines whether Role-play Integrated Multisensory Learning (RIML) boosts students' self-confidence and speaking skills. This quantitative experimental study uses an explanatory model and non-equivalent control group design. This study included 30 control and 30 experimental students. Grade 1 elementary school 93 Kendari State Elementary School children were purposively sampled for the study. This study collected data using observation. In this study, students' confidence and speaking skills in five were measured in four ways. This study analyzed data using normality and homogeneity tests. Additionally, SPSS with an independent sample t-test was used to assess the data. Participants' self-confidence and speaking skills improved significantly after the Role-play Integrated Multisensory Learning (RIML) intervention. The experimental group had a high average score of 5,9.0, rising to 91.3 on student confidence and 83.2 on student speaking skills. Additionally, the significance value for each variable is 0.000 <0.05. The findings in this study indicate an improvement in elementary school students' confidence and speaking abilities after receiving an intervention in the form of Role-play Integrated Multisensory Learning (RIML).RIML learning uses all senses in roleplay learning to assist students in understanding the context of learning and practicing speaking skills to gain confidence. Future studies may integrate multisensory features into other learning approaches to stimulate students with varied learning styles.
Humans are capable of extracting recurring patterns from their environment via statistical learning (SL), an ability thought to play an important role in language learning and learning more ...generally. While much work has examined statistical learning in infants and adults, less work has looked at the developmental trajectory of SL during childhood to see whether it is fully developed in infancy or improves with age, like many other cognitive abilities. A recent study showed modality‐based differences in the effect of age during childhood: While visual SL improved with age, auditory SL did not. This finding was taken as evidence for modality‐based differences in SL. However, since that study used auditory linguistic stimuli (syllables), the differential effect of age may have been driven by stimulus type (linguistic vs. non‐linguistic) rather than modality. Here, we ask whether age will affect performance similarly in the two modalities when non‐linguistic auditory stimuli are used (familiar sounds instead of syllables). We conduct a large‐scale study of children's performance on visual and non‐linguistic auditory SL during childhood (ages 5–12 years). The results show a similar effect of age in both modalities: Unlike previous findings, both visual and non‐linguistic auditory SL improved with age. These findings highlight the stimuli‐sensitive nature of SL and suggest that modality‐based differences may be stimuli‐dependent, and that age‐invariance may be limited to linguistic stimuli.
•Multilayered connectivity analysis of EEG data models multisensory processing.•Multisensory vs. uni-sensory learning interventions induce distinct neural changes.•Multisensory training induces ...increased synchronization within the beta band.•Unisensory training modifies cross-frequency interaction.•A theoretical framework aims to explain the advantage of multisensory learning.
In the field of learning theory and practice, the superior efficacy of multisensory learning over uni-sensory is well-accepted. However, the underlying neural mechanisms at the macro-level of the human brain remain largely unexplored. This study addresses this gap by providing novel empirical evidence and a theoretical framework for understanding the superiority of multisensory learning. Through a cognitive, behavioral, and electroencephalographic assessment of carefully controlled uni-sensory and multisensory training interventions, our study uncovers a fundamental distinction in their neuroplastic patterns. A multilayered network analysis of pre- and post- training EEG data allowed us to model connectivity within and across different frequency bands at the cortical level. Pre-training EEG analysis unveils a complex network of distributed sources communicating through cross-frequency coupling, while comparison of pre- and post-training EEG data demonstrates significant differences in the reorganizational patterns of uni-sensory and multisensory learning. Uni-sensory training primarily modifies cross-frequency coupling between lower and higher frequencies, whereas multisensory training induces changes within the beta band in a more focused network, implying the development of a unified representation of audiovisual stimuli. In combination with behavioural and cognitive findings this suggests that, multisensory learning benefits from an automatic top-down transfer of training, while uni-sensory training relies mainly on limited bottom-up generalization. Our findings offer a compelling theoretical framework for understanding the advantage of multisensory learning.
In this update of a bestselling classic, you will learn how to develop children's capacity and will to read. Each sequential chapter is practical, eye-opening, and exactly what you need to engage ...young learners, plan lessons, partner with parents, and align your PreK-3 classrooms to the science of learning and the science of reading. Gain the latest insights on: (1) Brain development from birth to age eight, plus the skills to nourish it, age by age and grade by grade; (2) What the latest neuroscientific research now says about oral language acquisition; (3) The evidence base for practices such as read alouds, inventive spelling, and sustained silent reading; (4) Why vocabulary building must happen concurrently with phonological processing, decoding, fluency, spelling, and writing; and (5) How to artfully combine explicit teaching of skills with playful, multi-sensory routines every day. All aspects of memory are needed to develop successful readers. When we engage children's brains and build our teaching practices around what we know about how the human brain makes meaning, literacy learning makes more sense for children… and for us.
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