Relevant bibliographies by topics / Multi-sensory learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Multi-sensory learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Multi-sensory learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Multi-sensory learning"

1

Blomert, Leo, and Dries Froyen. "Multi-sensory learning and learning to read." International Journal of Psychophysiology 77, no. 3 (September 2010): 195–204. http://dx.doi.org/10.1016/j.ijpsycho.2010.06.025.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Edwards, Ann. "Method and device for multi-sensory learning." Journal of the Acoustical Society of America 116, no. 3 (2004): 1330. http://dx.doi.org/10.1121/1.1809932.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Katai, Zoltan. "Multi-sensory method for teaching-learning recursion." Computer Applications in Engineering Education 19, no. 2 (April 21, 2011): 234–43. http://dx.doi.org/10.1002/cae.20305.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Suryaratri, Ratna Dyah, Eko Hadi Prayitno, and Wuryani Wuryani. "The Implementation of Multi-sensory Learning at Elementary Schools in Jakarta." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 100–113. http://dx.doi.org/10.21009/10.21009/jpud.131.08.

Full text
Abstract:
This research aims to identify the implementation of multi-sensory learning at elementary schools in Jakarta. The method used through surveys to 50 elementary schools’ teachers in 5 schools. Data was collected by using questionnaire that revealed the implementation of multi-sensory learning. The result of this study showed that the use of multi-sensory learning could be more effective in maximizing learning. Through multi-sensory learning, teacher can involve students actively in the learning process and facilitate all students with different learning styles. Multi-sensory learning can be used in all lesson that integrated with curriculum and has significant implications in the real-life learning. The obstacle in implementing this learning model is founded about the lack of using of audio-visual technology and many schools do not implement the multi-sensory learning. Keywords: Multi-sensory learning, Elementary School, Audio-visual Media. References Aja, S. N., Eze, P. I., Igba, D. I., Igba, E. C., Nwafor, C. C., & Nnamani, S. C. (2017). Using multi-sensory instruction in managing classroom for effective teaching and learning. International Journal of Applied Engineering Research, 12(24), 15112–15118. Blomert, L., & Froyen, D. (2010). Multi-sensory learning and learning to read. International Journal of Psychophysiology, 77(3), 195–204. https://doi.org/10.1016/j.ijpsycho.2010.06.025 Jurban, S. (2011). Using Multi Sensory Approach for Teaching English Skills and Its Effect on Students ’ Achievement at Jordanian School. European Scientific Journal, 8(22), 50–61. Komalasari, M. D. (2005). Metode Multisensori untuk Meningkatkan Kemampuan Membaca pada peserta didik Disleksia di Sekolah Dasar. In Proseding Seminar Nasional PGSD UPY (pp. 97–110). Yogyakarta. Kusumaningtyas, D. (2016). Efektivitas Metode Multisensori Terhadap Kemampuan Menulis Anak Berkesulitan Belajarmenulis Kelas Ii Di Muhammadiyah Demangan Yogyakarta. Jurnal Pendidikan Luar Biasa, 3(1), 56. https://doi.org/https://doi.org/10.3929/ethz-b-000238666 Maliki, N. S. B. M., & Yasin, M. H. M. (2017). Application of Multisensory in Learning Alphabets Identification Skills for Special Education Students. Journal of ICSAR, 1(2), 150–154. https://doi.org/10.17977/um005v1i22017p150 Nurjanah, E. (2017). Metode Multisensori Terhadap Kemampuan Mengenal Lambang Bilangan 1-10 Pada Anak Autis. Jurnal Pendidikan Khusus, 1–10. Olivia, P. F. (1992). Developing the Curriculum (Third Edit). New York: Harper Collins Publishers Inc. Praptiningrum, N., & Purwandari. (2009). Metode Multisensori untuk Mengembangkan Kemampuan Membaca Anak Disleksia di SD Inklusi. Jurnal Penelitian Ilmu Pendidikan. Sayyed, O. M. Al. (2013). The Impact of Using Multi-Sensory Approach for Teaching Students with Learning Disabilities. Journal of International Education Research, 9(1), 75–82. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1010855&site=ehost-live http://journals.cluteonline.com/index.php/JIER/article/view/7502 Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006 Stoffers, M. (2011). Rowan Digital Works Using a multi-sensory teaching approach to impact learning and community in a second grade classroom. Retrieved from http://rdw.rowan.edu/etd%0Ahttp://rdw.rowan.edu/etd/110 Taljaard, J. (2016). A review of multi - sensory technologies in a Science , Technology , Engineering , Arts and M athematics ( STEAM ) classroom. Journal of Learning Design, 9(2), 46–55.
APA, Harvard, Vancouver, ISO, and other styles
5

Taljaard, Johann. "A review of multi-sensory technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) classroom." Journal of Learning Design 9, no. 2 (September 30, 2016): 46. http://dx.doi.org/10.5204/jld.v9i2.274.

Full text
Abstract:
<p class="JLDAbstract">This article reviews the literature on multi-sensory technology and, in particular, looks at answering the question: ‘What multi-sensory technologies are available to use in a science, technology, engineering, arts and mathematics (STEAM) classroom, and do they affect student engagement and learning outcomes?’ Here engagement is defined as motivation, interest, curiosity and attitude. This review identifies tools and software from a burgeoning, yet limited literature. To answer this question, this review will include the following: defining learning styles; background on multi-sensory instruction; multi-sensory education today; STEM and the rise of STEAM; a look at some multi-sensory tools; and the benefits of using multi-sensory technologies in education. </p>
APA, Harvard, Vancouver, ISO, and other styles
6

Jüttner, Martin, and Ingo Rentschler. "Imagery in multi-modal object learning." Behavioral and Brain Sciences 25, no. 2 (April 2002): 197–98. http://dx.doi.org/10.1017/s0140525x0238004x.

Full text
Abstract:
Spatial objects may not only be perceived visually but also by touch. We report recent experiments investigating to what extent prior object knowledge acquired in either the haptic or visual sensory modality transfers to a subsequent visual learning task. Results indicate that even mental object representations learnt in one sensory modality may attain a multi-modal quality. These findings seem incompatible with picture-based reasoning schemas but leave open the possibility of modality-specific reasoning mechanisms.
APA, Harvard, Vancouver, ISO, and other styles
7

Posselt, Gerrit, Stefan Böhme, Stephanie Aymans, Christoph Herrmann, and Simone Kauffeld. "Intelligent Learning Management by Means of Multi-sensory Feedback." Procedia CIRP 54 (2016): 77–82. http://dx.doi.org/10.1016/j.procir.2016.05.061.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sun, Meiwei. "Application of Multimodal Learning in Online English Teaching." International Journal of Emerging Technologies in Learning (iJET) 10, no. 4 (September 22, 2015): 54. http://dx.doi.org/10.3991/ijet.v10i4.4697.

Full text
Abstract:
Mode means the mode of human sensory organs with the external environment, the interaction with only one sensory organ is called single mode and the simultaneous interaction with more sensory organs are called multiple modes. A multimodal online English teaching system is designed, and is applied in the online English teaching of architecture major, and the students are divided into experimental group and control group. Conventional teaching is adopted in the conventional group, while multi-mode online systematic English learning is adopted for the experimental group. According to the employment statistics, it is shown that the experiment group presents some advantages in employment, relieving the employment pressure. The multi-mode learning has a good application effect in the English teaching of science and engineering, and the multi-mode online teaching system designed can be applied for the online English teaching.
APA, Harvard, Vancouver, ISO, and other styles
9

Miller, Tonya. "Designing Multi-Sensory Environments: A Powerful Tool for STEAM Learning." STEAM 4, no. 2 (2020): 1–6. http://dx.doi.org/10.5642/steam.20200402.04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cho, Jun-Dong. "Multi-Sensory Interaction for Blind and Visually Impaired People." Electronics 10, no. 24 (December 20, 2021): 3170. http://dx.doi.org/10.3390/electronics10243170.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Multi-sensory learning"

1

Fabe, Charlotte. "Translating the Inclusive Museum: Multi-Sensory Learning Inside Retirement Communities." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592134659635971.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Martin, Neil. "Behavioural effects of long-term multi-sensory stimulation : the benefits of the #Snoezelen' experience." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389642.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chan, Chi-man. "A study of the effects of multi-sensory stimulation on pre-verbal communication skills of people with a profound learning disability /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36784333.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Chan, Chi-man, and 陳志文. "A study of the effects of multi-sensory stimulation on pre-verbal communication skills of people with a profound learning disability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45014486.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Knudsen, Lina. "Dyslexia and Foreign Language Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36456.

Full text
Abstract:
This essay looks at the language based disorder dyslexia and how it affects students’ ability to learn a foreign language. It will look closer at the strategies and tools foreign language teachers use to tackle the problems a dyslexic student may have when learning a new language. This research draws upon the interviews of foreign language teachers as well as the existing research on dyslexia and language acquisition. The main research questions of this essay are: How do foreign language teachers describe the disorder dyslexia both from a theoretical perspective as well as from a practical perspective? What difficulties do foreign language teachers have when teaching dyslexicstudent? What strategies do foreign language teachers use when teaching a student with dyslexia? By using the qualitative research approach, interviews, it was found that while foreign language teachers are aware of dyslexia they need to be given more education about language based disorders so that they are more equipped to help their students. This research will highlight the importance of giving foreign language teachers the needed tools and strategies to better support dyslexic students as they learn a new language.
APA, Harvard, Vancouver, ISO, and other styles
6

Stockdale, Margaret E. "Teachers' use of sensory activities in primary literacy lessons : a study of teachers trained in Accelerated Literacy Learning." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002069.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Zhang, Felicia Zhen, and n/a. "The teaching of Mandarin prosody: a Somatically-Enhanced Approach for second language learners." University of Canberra. Languages, International Studies & Tourism, 2006. http://erl.canberra.edu.au./public/adt-AUC20060725.120903.

Full text
Abstract:
For adult English speakers studying Mandarin (Modern Standard Chinese), the acquisition of the Mandarin prosody presents major difficulties. One particularly problematic aspect of the Mandarin prosodic system, and the one singled out for research here is the acquisition of tones by second language (L2) learners of Mandarin. This thesis involves a literature review and a description of an experiment conducted for the purpose of assessing the effectiveness of a new teaching method for educating students in Mandarin prosody generally, but especially with regard to "tones." Most studies investigating the acquisition of Mandarin tones by L2 learners have treated tones as separate from other aspects of Mandarin prosody such as stress, loudness and duration. The teaching method examined in this thesis, however, takes an alternative approach. Here the acquisition of Mandarin prosody is approached as a complex dynamic that has tones as an integral part. The aims of the study are twofold: (1) to identify the principal problems encountered by most learners in order to discover the causes of recurrent error patterns and, (2) to find out how a multi-sensory approach, which in this study was called the Somatically Enhanced Approach (SEA), might influence the acquisition of Mandarin prosody in these areas. The experiment involved 22 adult Australian students studying Mandarin in the first three months of language training. The experimental component of the study consisted of an evaluation of two groups of students� oral conversations. The two groups of students were divided into a control group and an experimental group. The control group was trained in a nonmulti- sensory but communicative approach in 2001 and 2002. Their results are compared with those of a test group and with a group of students trained in the multi-sensory communicative approach (SEA) in 2003 and 2004. The test materials consisted of short dialogues that were likely to occur in everyday communication. Data was collected from each group, once during the first half of the first semester of study in each year. The findings of the experiment were that the order of difficulty of the four Mandarin tones was found to be similar for both the experimental and control groups of students. However, the order of difficulty differed from what has been reported by previous researchers. This suggests that the input and the type of task used to collect data might exert a significant influence on the learning of tones. In other words, the performance of subjects in the dialogues suggests that in the initial stages of learning, the major cause of errors was first language (L1) interference rather than the physical "difficulty" of articulating particular phonemes (or any features of Universal Grammar). Therefore, by using a multi-sensory approach (SEA) to the learning of Mandarin, it may be possible to considerablly lessen the influence of learners� L1 from the outset. Finally, a number of suggestions for improving the teaching of Mandarin prosody are made and future research directions outlined. Some salient suggestions for teaching of Mandarin prosody that arise from the research are: (1) To use movement and gesture in the early stages of learning to enhance students� perception and production of Mandarin. This approach provides students with useful memory tools for learning both in class and in self-accessed learning; (2) To teach Tone 3 not as a full Tone 3 but as a low level tone. This should not be done solely through a simple verbal explanation but through a combination of movement and gesture, provision of visual and auditory feedback and a large amount of exposure and perception training so that Tone 3 is recognised as a low level tone rather than a full Tone 3. By so doing confusion is reduced between the various realizations of Tone 3 during the initial learning stages; and (3) To caution students about the common error patterns caused by interference from their L1. This should be supplemented with opportunities for students to observe their own production of Mandarin and then experience how physically they can find ways of reducing the interference. A qualitative analysis of interview and question data obtained from this research also revealed that the extensive use of computer enhanced language learning and SEA work well together, not only efficiently conditioning students to the phonology of Mandarin, but dramatically changing students' strategies in learning and increasing their learning opportunities.
APA, Harvard, Vancouver, ISO, and other styles
8

Liu, Ariel. "The relationship between engagement and learning in school students' interactions with technology-driven multimodal exhibits in museums." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:5c8405d5-a834-4b0f-b160-56c988f452f8.

Full text
Abstract:
This thesis reports a qualitative study of the use of multimodal technologies in museums— specifically, it examines the relationship between visitor engagement and learning, focusing on the use of multimodal technologies during school trips. The study was conducted in the Natural History Museum and the Churchill Museum, both in London, with participants from several secondary schools. These sites were chosen due to their concern for the added value of learning and public engagement, including their education-orientated investments in technology, museum activities, and architecture. In the course of data collection, visits were made to six schools and both museum sites; the participants included 117 students, 18 teachers, three museum educators, and eight museum curators and media designers. The study used a combination of video data analysis, stimulated recall interviews, document analysis, and engaging students in talk and reflection about their visit both at the museum and afterwards. The qualitative approach and multimodal analysis identify how the students’ social interactions help them construct learning through decontextualised bodily movements, which trigger contextualised discussion. The study demonstrates how multimodal analysis can be used in research to capture a wide scope of information, while maintaining a micro-level of analysis and understanding—here, capturing the detail of students’ interactions and perceptions. The findings suggest that the learning experience in museums is produced through multiple layers of interaction and through the exchange of physical and psychological behaviour among people, resources, and space. Here, the multimodal technologies with which the students engaged essentially acted as initial platforms for sensory stimuli and social interaction, supporting their peer communication and motivating them to further explore both the given topic and their own understanding of their learning methods. It was the students’ further conversation, observation, and participation, however, that created a more meaningful and entertaining learning experience in the museums.
APA, Harvard, Vancouver, ISO, and other styles
9

Adler, Johannesson AnnHelen. "Att lära med många sinnen : Pedagogers erfarenheter av att arbeta med elever i gymnasiesärskolan." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-73121.

Full text
Abstract:
Syftet med mitt arbete är att ta del av pedagogers erfarenheter av att arbeta med sinnligt lärande på en gymnasiesärskola. Hur skapar pedagogerna en kreativ lärmiljö för sina elever? Använder de sig av några sinnliga lärmetoder och i så fall hur? Min metod består bl.a. avdeltagande observationer och semistrukturerade intervjuer i en etnografisk studie. Analysen har visat att innebörden av ett framgångsrikt pedagogiskt arbete med dessa ungdomar på gymnasiesärskolan kan ses som en god praktik där fenomen som individuella mål, erfarenhet, intresse, delaktighet, sinnligt lärande, upplevelse, synliggörande samt att lära av varandra är centrala och viktiga delar. Min uppfattning är att pedagogerna försöker variera sina lärmiljöer och använder sig av sinnliga lärmetoder i undervisningen. Hela läsårets löpande arbete läggs upp i olika tema-moduler där undervisningen sker både inne och ute i natur och kulturlandskap. För vidare forskning kan det vara intressant att ta reda på om lärdomar från en lärmiljö kan överföras till en annan lärmiljö, och om ungdomarnas sociala erfarenheter och lärande i sinnliga rum blir överfört till vardagen hemma eller till skolarbetet generellt.
The subject of my paper is to examine the experiences of teachers using a multi-sensory teaching approach when working with pupils with learning disabilities in upper secondary school. How can they create a creative learning environment for their students? Do they use any multisensory teaching methods and, if so, how? My methodology has mainly consisted in participating observation and semi-structured interviews in an ethnographic study. Analysis has shown that the significance of a successful educational effort with these young people at upper secondary school can be seen as a good practice, in which phenomena such as individual objectives, experience, interest, participation, multi-sensory learning, experiential learning, visualization and learning from each other, are central and essential elements. My view is that the teachers try to vary their learning environments and that they are using different multi-sensory teaching methods. All the day-to-day schoolwork is set-up in different theme modules, where teaching takes place both indoors and outdoors in wilderness and cultivated landscapes. For further research, it might be interesting to find out if the lessons learned from one learning environment can be transferred to another, and if the social experiences and lessons learned in multi-sensory environments will be transferred to the young people’s everyday home life or to their schoolwork, in general.
APA, Harvard, Vancouver, ISO, and other styles
10

Fankhauser, Craig Charles. "A multi-sensory, study strategies and cooperative group instructional approach combined to teach American history to mildly disabled and non disabled adolescents." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/577.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Multi-sensory learning"

1

Duran, Gerri A. Multi-play: Sensory activities for school readiness. Tucson, Ariz: Therapy Skill Builders, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Slingerland, Beth H. A multi-sensory approach to language arts for specific language disability children. Cambridge, Mass: Educators Pub. Service, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

1957-, Connolly Thomas, Stansfield Mark 1963-, and Boyle Liz, eds. Games-based learning advancements for multi-sensory human computer interfaces: Techniques and effective practices. Hershey, PA: Information Science Reference, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Pepper, Robert C. A multi-sensory approach to processing information & learning: An aspect of behavioral vision care. Santa Ana, CA: Optometric Extension Program, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

O'Dell-Pateman, Lynn M. STARS: Social skills training and readiness skills : a functional multi-sensory group approach to enhancing the social skills of children with autism and other special needs. Mustang, OK: Tate Pub. & Enterprises LLC, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Attwood, Philippa. The multi-sensory learning approach to literacy skills: An initial guide and training manual to the teaching of children with literacy difficulties. Peterborough: Multi-Sensory Learning, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Multi-sensory learning structured literacy programme. Peterborough: Multi-Sensory Learning, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Robinson, Karen. Multi-sensory Learning Structured Literacy Programme. First & Best in Education Ltd, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Multi-sensory learning structured literacy programme. Peterborough: Multi-Sensory Learning, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Philippa, Attwood, Robinson Karen, and Multi-Sensory Learning (Firm), eds. Multi-sensory learning structured literacy programme. Peterborough: Multi-Sensory Learning, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Multi-sensory learning"

1

Lundin Palmerius, Karljohan, Gunnar Höst, and Konrad Schönborn. "An Interactive and Multi-sensory Learning Environment for Nano Education." In Haptic and Audio Interaction Design, 81–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32796-4_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Gelfand, Jack, Marshall Flax, Raymond Endres, Stephen Lane, and David Handelman. "Senses, Skills, Reactions and Reflexes: Learning Automatic Behaviors in Multi-Sensory Robotic Systems." In Neural Networks in Robotics, 319–30. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4615-3180-7_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Khobragade, Anand N., and Mukesh M. Raghuwanshi. "Contextual Soft Classification Approaches for Crops Identification Using Multi-sensory Remote Sensing Data: Machine Learning Perspective for Satellite Images." In Advances in Intelligent Systems and Computing, 333–46. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18476-0_33.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"Multi-sensory Neurons." In Encyclopedia of the Sciences of Learning, 2396. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_2285.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Scherf, Roberta, and Chris Bye. "Multi-Sensory Practices for All." In Optimizing Learning Outcomes, 58–73. Routledge, 2017. http://dx.doi.org/10.4324/9781315563565-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"Games as Multi-sensory Experiences." In Digital Games and Learning, 182–92. Routledge, 2014. http://dx.doi.org/10.4324/9780203095935-28.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dodek, Wendy L. "Bringing Art to Life through Multi-Sensory Tours." In Early Learning, 115–24. Routledge, 2017. http://dx.doi.org/10.4324/9781315429977-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Livingstone, Daniel, Jeremy Kemp, Edmund Edgar, Chris Surridge, and Peter Bloomfield. "Multi-User Virtual Environments for Learning Meet Learning Management." In Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces, 34–50. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-360-9.ch003.

Full text
Abstract:
Alongside the growth of interest in Games-Based Learning, there has been a notable explosion of interest in the use of 3D graphical multi-user virtual environments (MUVE) for learning. Platforms such as Second Life® or alternatives (Theresm, Active Worlds, OpenCroquet, and so on) have potential for online tuition in ways quite different from those offered by traditional Web-based Virtual Learning Environments (VLE, a.k.a. Learning Management System or LMS). The Sloodle project is working to integrate Second Life with the Moodle VLE – and to investigate how this might support learning and teaching with the Second Life platform. Second Life can be considered as a 3D client for Moodle learning activities, while a complimentary view is to consider Moodle as a back-end for Second Life learning activities – enabling virtual world learning activities integrated with Web-based class lists and grade books. The authors close by considering future directions and applications.
APA, Harvard, Vancouver, ISO, and other styles
9

Boyle, Elizabeth A., and Thomas Connolly. "Games for Learning." In Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces, 288–303. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-360-9.ch017.

Full text
Abstract:
Developing educational computer games that will appeal to both males and females adds an additional level of complexity to an already complicated process. Schools and universities need to be inclusive and new learning methods and materials should aim to be gender neutral. Traditional computer games are more popular with males than females, although the use of some simple guidelines in developing games for learning should reduce this preference. However females have a more careful and committed approach to learning and may be more willing to try out new methods of learning including computer games. These opposing influences make it difficult to predict how gender will impact on the acceptance of games for learning. There is some evidence that both males and females enjoy the kinds of games that have most potential for learning. The impact of new computer games for learning needs to be evaluated to ensure that they facilitate learning without disadvantaging one gender over the other.
APA, Harvard, Vancouver, ISO, and other styles
10

Haggard, Patrick. "Chapter 7 Multi-Sensory Control of Coordinated Movement." In Approaches to the Study of Motor Control and Learning, 195–231. Elsevier, 1992. http://dx.doi.org/10.1016/s0166-4115(08)61687-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Multi-sensory learning"

1

Sulaiman, S., W. F. Wan Ahmad, D. R. Awang Rambli, H. Hasbullah, and K. N. Goh. "Multi-sensory modalities for music learning." In 2008 International Symposium on Information Technology. IEEE, 2008. http://dx.doi.org/10.1109/itsim.2008.4631732.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Camilleri, Daniel, and Tony J. Prescott. "Action recognition with unsynchronised multi-sensory data." In 2017 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2017. http://dx.doi.org/10.1109/devlrn.2017.8329787.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zhu, Jiashan. "Image Recognition Algorithm Based on Deep Learning." In 2022 International Conference on 3D Immersion, Interaction and Multi-sensory Experiences (ICDIIME). IEEE, 2022. http://dx.doi.org/10.1109/icdiime56946.2022.00011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cosentino, Giulia. "Exploring Multi-Sensory Interaction to Enhance Children’ Learning Experience." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3463397.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Wang, Shoujin, and Huailiang Xie. "Research and Implementation of Coronary Artery Segmentation Algorithm Based on Deep Learning." In 2022 International Conference on 3D Immersion, Interaction and Multi-sensory Experiences (ICDIIME). IEEE, 2022. http://dx.doi.org/10.1109/icdiime56946.2022.00041.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Yang, Shangpeng. "Research on Ink Speed Recognition Method of Hyperspectral Imaging Ink Pad Based on Machine Learning." In 2022 International Conference on 3D Immersion, Interaction and Multi-sensory Experiences (ICDIIME). IEEE, 2022. http://dx.doi.org/10.1109/icdiime56946.2022.00013.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Xu, Zhaosheng. "Modeling and Analysis of Video Image Target Detection (TD) and Tracking Based on Deep Learning." In 2022 International Conference on 3D Immersion, Interaction and Multi-sensory Experiences (ICDIIME). IEEE, 2022. http://dx.doi.org/10.1109/icdiime56946.2022.00029.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Abreu, Raphael, Joel dos Santos, and Eduardo Bezerra. "A Bimodal Learning Approach to Assist Multi-sensory Effects Synchronization." In 2018 International Joint Conference on Neural Networks (IJCNN). IEEE, 2018. http://dx.doi.org/10.1109/ijcnn.2018.8489357.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chan, Peter, and Girija Krishnaswamy. "Do educational software systems provide satisfactory learning opportunities for 'multi-sensory learning' methodology?" In the 16th annual joint conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1999747.1999872.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bi, Ting, Muhammed Maddi, Fabio Silva, Gregor Rozinaj, and Gabriel-Miro Muntean. "A STUDY OF LEARNING SATISFACTION WITH A MULTI-SENSORY MEDIA DELIVERY SYSTEM." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1448.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Multi-sensory learning"

1

Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.

Full text
Abstract:
The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.
APA, Harvard, Vancouver, ISO, and other styles
2

Engel, Bernard, Yael Edan, James Simon, Hanoch Pasternak, and Shimon Edelman. Neural Networks for Quality Sorting of Agricultural Produce. United States Department of Agriculture, July 1996. http://dx.doi.org/10.32747/1996.7613033.bard.

Full text
Abstract:
The objectives of this project were to develop procedures and models, based on neural networks, for quality sorting of agricultural produce. Two research teams, one in Purdue University and the other in Israel, coordinated their research efforts on different aspects of each objective utilizing both melons and tomatoes as case studies. At Purdue: An expert system was developed to measure variances in human grading. Data were acquired from eight sensors: vision, two firmness sensors (destructive and nondestructive), chlorophyll from fluorescence, color sensor, electronic sniffer for odor detection, refractometer and a scale (mass). Data were analyzed and provided input for five classification models. Chlorophyll from fluorescence was found to give the best estimation for ripeness stage while the combination of machine vision and firmness from impact performed best for quality sorting. A new algorithm was developed to estimate and minimize training size for supervised classification. A new criteria was established to choose a training set such that a recurrent auto-associative memory neural network is stabilized. Moreover, this method provides for rapid and accurate updating of the classifier over growing seasons, production environments and cultivars. Different classification approaches (parametric and non-parametric) for grading were examined. Statistical methods were found to be as accurate as neural networks in grading. Classification models by voting did not enhance the classification significantly. A hybrid model that incorporated heuristic rules and either a numerical classifier or neural network was found to be superior in classification accuracy with half the required processing of solely the numerical classifier or neural network. In Israel: A multi-sensing approach utilizing non-destructive sensors was developed. Shape, color, stem identification, surface defects and bruises were measured using a color image processing system. Flavor parameters (sugar, acidity, volatiles) and ripeness were measured using a near-infrared system and an electronic sniffer. Mechanical properties were measured using three sensors: drop impact, resonance frequency and cyclic deformation. Classification algorithms for quality sorting of fruit based on multi-sensory data were developed and implemented. The algorithms included a dynamic artificial neural network, a back propagation neural network and multiple linear regression. Results indicated that classification based on multiple sensors may be applied in real-time sorting and can improve overall classification. Advanced image processing algorithms were developed for shape determination, bruise and stem identification and general color and color homogeneity. An unsupervised method was developed to extract necessary vision features. The primary advantage of the algorithms developed is their ability to learn to determine the visual quality of almost any fruit or vegetable with no need for specific modification and no a-priori knowledge. Moreover, since there is no assumption as to the type of blemish to be characterized, the algorithm is capable of distinguishing between stems and bruises. This enables sorting of fruit without knowing the fruits' orientation. A new algorithm for on-line clustering of data was developed. The algorithm's adaptability is designed to overcome some of the difficulties encountered when incrementally clustering sparse data and preserves information even with memory constraints. Large quantities of data (many images) of high dimensionality (due to multiple sensors) and new information arriving incrementally (a function of the temporal dynamics of any natural process) can now be processed. Furhermore, since the learning is done on-line, it can be implemented in real-time. The methodology developed was tested to determine external quality of tomatoes based on visual information. An improved model for color sorting which is stable and does not require recalibration for each season was developed for color determination. Excellent classification results were obtained for both color and firmness classification. Results indicted that maturity classification can be obtained using a drop-impact and a vision sensor in order to predict the storability and marketing of harvested fruits. In conclusion: We have been able to define quantitatively the critical parameters in the quality sorting and grading of both fresh market cantaloupes and tomatoes. We have been able to accomplish this using nondestructive measurements and in a manner consistent with expert human grading and in accordance with market acceptance. This research constructed and used large databases of both commodities, for comparative evaluation and optimization of expert system, statistical and/or neural network models. The models developed in this research were successfully tested, and should be applicable to a wide range of other fruits and vegetables. These findings are valuable for the development of on-line grading and sorting of agricultural produce through the incorporation of multiple measurement inputs that rapidly define quality in an automated manner, and in a manner consistent with the human graders and inspectors.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Multi-sensory learning' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography