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

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.

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.

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.

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.

碩士
國立臺灣藝術大學
視覺傳達設計學系
102
Children’s learning of painting is the basis of arts education, this study elucidates the effects of multi-sensory learning method on children’s painting creation through empirical researches including experiment and survey, it is expected that the results can be provided as references for guiding children’s painting creation in related fields of arts and humanities. Through experiencing approach multi-sensory learning creates an active learning atmosphere in teaching activities, it promotes children to dialogue with past experiences through their own experiences, and to touch and feel various things and phenomena through their own sensory perception of eyes, ears, nose, and tongue. Regarding research method, this study first used a multi-sensory learning process which grasps integration into life experiences and unifies learning activities, and conducted a field experiment in a primary school; secondly, verified creation effects of the multi-sensory learning experiment; and finally, based on experimental results proposed recommendations on guiding approaches for multi-sensory learning. The experiment set up three study groups using different learning approaches for a same theme: the first is an experimental group (A) mainly based on taste stimulation, the second is a experimental group (B) mainly based on auditory stimulation, and the third is a control group (C) for general static observation; the children of the three groups are students from first grade of a primary school, 40 in each group, a total of 120 students. After they learned the experimental process, the children of the three groups immediately proceeded with painting creation of “children’s self-portrait”, then the creation results were evaluated by arts and humanities indicators through a two-stage survey to verify the effectiveness of the above experiment. The survey results revealed that: in terms of score and overall effect of various evaluation items, the creations of both experimental group (A) and experimental group (B) are better than the creations of control group (C), which indicates that the use of multi-sensory learning approach has a positive effect on children’s painting creation. Among others, the “fun” evaluation demonstrated a significant difference; so based on this it can be known that the learning guiding approach with enhanced fun is an important factor affecting children’s painting creation for children having vigorous curiosity and liking novelties.

This study shows how multisensory techniques, which have been used in other learning situations, have been used successfully in teaching English as a foreign language. This thesis discusses the problems faced by pupils with learning disabilities (L.D.) and why their difficulty in learning English as a foreign language is such a barrier to their progress in a world where English has become the global language. It also discusses the various methods used to teach a foreign language. A detailed description of the multisensory learning technique is given and its application to language acquisition, writing and spelling. A discussion of the history of reading is followed by chapter on reading instructions for learning disabled pupils. An outline of a remedial lesson is also given. In conclusion, a number of case histories are described in some detail to illustrate the problems faced by L.D. pupils and their struggle to overcome them successfully through use of multisensory teaching techniques.

碩士
南華大學
幼兒教育學系
107
This is an action research study of the application of multi-sensory teaching for kindergarteners in Mandarin phonetic symbols learning. The purpose of this study was to explore the influence of multi-sensory teaching on kindergarteners' phonetic transcription recognition ability and their interest of learning, as well as the teacher's teaching reflection and professional growth in the process of teaching. In this study, the researcher served as a teacher, and the research subject was a kindergarten class of 26 five-year-old children in Lili Kindergarten in New Taipei City. The researcher conducted the Mandarin phonetic symbols learning activities for nine weeks in the second semester of the school year of 2018. The multi-sensory teaching methods included: storytelling, games, singing and playing, limb imitation, glyph creative painting. Data collection included classroom observation records, pretest and posttest of children's Mandarin phonetic symbols recognition ability and learning interest, children's works, learning sheets, teaching reflection notes, collaborative teachers' feedback, etc. The main results are as follows. 1.The use of multisensory teaching strategies had influence on the children's Mandarin phonetic symbols recognition ability and their interest of learning. In the aspect of Mandarin phonetic symbols recognition ability, there was significant difference in the 9 units. In the aspect of children's interest in learning, there was significant difference in the 8 units. 2.Through the multisensory teaching, the children carried out activities such as new poetry creation, body words, glyph creative painting, sand-printing phonetic symbols, and glyph creative paintings. They also raised their motivation and interest in learning. 3.Through this research, the researcher enhanced the professional growth, such as enhancing the combination of teaching theory and practice, the application of different game-based activities to raise children's learning interest, increasing the teacher's abilities of story writing and teaching-aid tools design, and re-observing children's learning in multiple performances. 　　According to the research results, the researcher provides suggestions to school educators and related research in the future, as a reference for teaching young children's Mandarin phonetic symbols and subsequent research.

碩士
元智大學
資訊工程學系
106
According to the statistic, there are 18% car accidents caused by the anomaly lane change. The advanced driver assistance system (ADAS) is employed to mitigate car accident occur effectively, which is the popular area recently. In this study, we propose the Lane Action Prediction System (LAPS) to predict the driver’s behavior that include lane change and lane departure. The LAPS based on a multi-layer deep learning architecture, which consist CNN and bidirectional LSTM algorithm, is usefully for the high dimension and time-series data. In this study, we use camera, thermal, wearable device and OBDII to collect five drivers on-road data. In the result, the accuracy of the proposed architecture is higher than BiLSTM and LSTM. In addition, we discuss the different scenarios in high/low speed and use the leave-one-driver-out validation to discuss whether the significant differences between the different data sources.

碩士
國立臺東大學
特殊教育學系碩士在職專班
102
The research of the thesis investigated the learning results by using multi-sensory instruction methods at learning disability students, who had word recognition difficulties and observed the learning effects immediately and retain effects after courses. The thesis also investigated the opinions and suggestions of participators、regular class teachers and participator′s parents on the teaching method. The research of the thesis used a Single-subject design and A-B-A′ reversal design. Two elementary school students, who had word recognition difficulties participated the design of experimental teaching method during twenty courses. The teaching results of experimental courses were analyzed by visual analysis and C statistic. And then interviewed with the participators、their regular class teachers and participator′s parents to understand their opinions of experimental results and the effects after the courses. Briefly description of instruction results after experiment courses as below： 1. There were immediate effects of the two participators by using multi-sensory instruction method in assessment of “the word recognition performance”, “writing down the word with phonetic cue”, “choosing the word with phonetic cue”, “reading the Chinese characters on display” and “making up lexicons”. 2. There were retain effects of the two participators in the post test by using multi-sensory instruction method in assessment of “the word recognition performance”, “writing down the word with phonetic cue”, “choosing the word with phonetic cue”, “reading the Chinese characters on display” and “making up lexicons”. 3. After the experiment courses, the participators、their regular class teachers and participator’s parents all had positive reaction to support the design of the multi-sensory instruction method. Consequently, the research of the thesis by using multi-sensory instruction method on learning disability students with word recognition difficulties had good social validity. According to the experiment results of multi-sensory instruction method, the thesis also provided the suggestion and the future works on word recognition at elementary school learning disability students.

碩士
國立雲林科技大學
設計運算研究所碩士班
96
Based on theories of ear training, people are most sensitive to sound in early childhood. Even though the Ministry of Education has implemented the “Nine-year Universal compulsory Education System,” this study has discoverd that students lack interest in music education. Therefore, this study focused on the expected goal in which children would enhance their interests in ear training and music if they were trained under the multi-sensory study program and they would develop a better interactional relationship with the training game system. The ”multi-sensory of interactive experience” experience combines verbal, visual factors and body language as different perspectives in order to gradually seek for a practical path step by step. The purpose of the study was to following: 1), help children to learn from situated learning, and increase their interests for ear training, 2). use “Learning to multi-sense” method to analysis different interactive devices, and 3). during the development process, use action research to revise the outlook and interface of the product. The expected goals of the study are the following: 1), the implementation of ear training in game design aims to be versatile, and enhances interaction of the interface gadget, 2). the use of this interactive gadget helps children in multi-sensor learning, and 3). this research based on three “well-documented” exhibitions shows the whole design process and compares their differences. Hopefully, this research will contribute to hearing sensory of interactive gadgets.

碩士
國立新竹教育大學
音樂學系碩士班
102
This study aims to investigate how the application of multi-sensory musical learning on recorder teaching influences students’ recorder learning at primary school. In this study, the participants are ten Grade 4th, 5th and 6th students in the recorder club at one Hsinchu primary school. The researcher elaborates the application process of multi-sensory musical learning on recorder teaching with utilizing the self-designed research curriculum. The teaching materials in the research curriculum comprise performing arts, limb dynamics, improvisation and etc. The researcher, who is the teacher of the curriculum, cooperates with the expert in this field. In addition to conducting the literature review, the data collection includes the teaching journal, the interview and students’ learning worksheets. The results show that the application mode of multi-sensory musical learning on recorder teaching is diversity. This study results also indicate that the application of multi-sensory musical learning on recorder teaching is effective because students’ learning motivation can be elevated and the goal of Art and Humanity Curriculum can be achieved. Moreover, the action research can be conducted to solve the difficulties of the application of multi-sensory musical learning on recorder teaching.

Summaries in Afrikaans and English
Die doel van hierdie studie was om te bepaat of 'n hulpverleningsprogram die laerskoolleerder wat taalhindemisse ervaar kan help om sy probleme op 'n kreatiewe wyse te benader. 'n Algemene oorsig van leerhindemisse wat laerskoolleerders ervaar, is gegee. lndien 'n leerder taalhindernisse ervaar, sal dit 'n direkte invloed op sy ander skoolvakke ook he omdat taal vir die leeraksie benodig word. Die kreatiwiteitsbegrip is ook van naderby beskou. Kreatiwiteit kan as die skep van iets wat oorspronklik, maar ook bruikbaar is, gedefinieer word. Dit sluit egter ook die Ie van ongewone verbande tussen twee of meer sake of voorwerpe in. Die program wat ontwikkel is, het as onderbou die teorie oor taalintelligensie van Howard Gardner, 'n opvoedkundige sielkundige aan Harvard Universiteit. Gardner meen dit is deur 'n kreatiewe ingesteldheid, multisensoriese tegnieke en gepaste leerstyle rnoontlik om taalintelligensie teverbeter. Hy is van mening dat taalintelligensie nie iets is wat op 'n bepaalde tydstip gemeet kan word en onveranderd bly nie. Soos met alle intellektuele vermoens, kan taalvaardighede ook uitgebrei en ontwikkel word. Beproefde remedierende tegnieke, wat reeds deur die navorser in die praktyk met welslae uitgetoets is, is op 'n vars, nuwe manier .in die hulpverleningsprogram gebruik. Die hulpverleningsprogram het op die verbetering van perseptuele, mondelinge stelwerk-,lees- en spellingvaardighede gefokus. Dit het gedurende die empiriese studie duidelik geword dat leerders wat op 'n bepaalde leergebied nie na wense presteer nie, dikwels 'n "sielkundige blokkasie" ten opsigte van daardie leerareas ontwikkel. Hulle assosieer Jaasgenoemde in die meeste gevalle met leeronvermoe en leermislukking. Die enigste manier om hierdie gevoel van leermagteloosheid aan te spreek, is om die problematiese leerareas met 'n minder ernstige akademiese aanslag, waarin die pret-element sterk aanwesig is, te benader. Wanneer die leeraksie as 'n aangename ondervindingervaar word, kan leerders hulle leervrese aanspreek en meer waagmoedig begin optree.
The purpose of this study was to investigate the success of an innovative support programme aimed at assisting primary school learners with language barriers to overcome these. An overview was given of learning barriers primary school learners may experience. A learner with a language barrier will find that the other learning areas are negatively influenced because language is essential for learning. The concept of creativity, defined as the creation of something original, yet useful, was adhered to. It included the idea that creativity allows for the connecting of unrelated issues or objects. The theories of Howard Gardner, an educational psychologist at Harvard University, concerning language intelligence, supported this study. According to Gardner it is possible to improve language intelligence through creative awareness, multi-sensory techniques and appropriate learning styles. Gardner postulates that language, as in the case of other intellectual abilities, can be developed and expanded. Remedial techniques successfully used by the researcher in practice, have been presented in this support programme in a novel and innovative form. The creative support programme compiled for this thesis focused on the 1 improvement of perceptual, oral, reading and spelling skills. The need for a more informal support approach was evident in the empirical research of this study. Learners sometimes develop a "psychological block" when experiencing repeated difficulties in a specific learning area. Such learners associate these difficulties with failures and the inability to learn. In order to overcome the experience of learning dispair, the feelings of anxiety associated with the problem learning area, have to be replaced with a less rigid approach in which play encourages feelings of enjoyment and ease. When learning becomes a pleasant experience, learners start overcoming their fears and become risk takers.
Psychology of Education
D. Ed. (Sielkundige Opvoedkunde)

The current human-created division between the natural and built environments has exacerbated environmental problems because nature has been designed as and, consequently, is seen as an Other to be utilized and manipulated at will. Exploring this disconnected relationship between humans and nature, as well as its origin and its effect on building occupants and the environment, is thus a necessary part of this project. The primary concern, however, centers on how we can establish a relationship with the natural environment through interior design to help foster ecological design practices and positive environmental behaviors that move beyond sustainability, resulting in a positive human-nature relation while supporting a coevolutionary perspective. Specifically, this investigation utilizes biophilic design as a solution to the division. The product is an adaptively reused structure that houses a mixed-use, multi-unit residential development, which explores the creation of human-nature connections through direct, indirect, and symbolic means.