Journal articles: 'Multi-sensory learning'

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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.

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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.

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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.

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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.

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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.

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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.

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<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>

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Ye, Qing, Shaohu Liu, and Changhua Liu. "A Deep Learning Model for Fault Diagnosis with a Deep Neural Network and Feature Fusion on Multi-Channel Sensory Signals." Sensors 20, no. 15 (August 1, 2020): 4300. http://dx.doi.org/10.3390/s20154300.

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Collecting multi-channel sensory signals is a feasible way to enhance performance in the diagnosis of mechanical equipment. In this article, a deep learning method combined with feature fusion on multi-channel sensory signals is proposed. First, a deep neural network (DNN) made up of auto-encoders is adopted to adaptively learn representative features from sensory signal and approximate non-linear relation between symptoms and fault modes. Then, Locality Preserving Projection (LPP) is utilized in the fusion of features extracted from multi-channel sensory signals. Finally, a novel diagnostic model based on multiple DNNs (MDNNs) and softmax is constructed with the input of fused deep features. The proposed method is verified in intelligent failure recognition for automobile final drive to evaluate its performance. A set of contrastive analyses of several intelligent models based on the Back-Propagation Neural Network (BPNN), Support Vector Machine (SVM) and the proposed deep architecture with single sensory signal and multi-channel sensory signals is implemented. The proposed deep architecture of feature extraction and feature fusion on multi-channel sensory signals can effectively recognize the fault patterns of final drive with the best diagnostic accuracy of 95.84%. The results confirm that the proposed method is more robust and effective than other comparative methods in the contrastive experiments.

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Alexopoulou, Alexandra, Kalliopi Kastampolidou, and Catherine Bobori. "Educational Multi-Sensory Game for Students with Mental Retardation." European Journal of Engineering Research and Science, CIE (March 8, 2018): 56. http://dx.doi.org/10.24018/ejers.2018.0.cie.645.

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In this paper a game has been developed using the Scratch platform and its aim is to lighten the learning difficulties resulting from Mental Retardation (intellectual disability) and enhance the students’ understanding. Through the use of a multi – sensory method, an alternative way of teaching is proposed suitable for students who need a differentiated education. Basic meanings are explained in a theoretical level, as well as the steps followed for the design of the game.

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Sanchez, Alicia D., Haydee M. Cuevas, Stephen M. Fiore, and Janis A. Cannon-Bowers. "Virtual Field Trips: Synthetic Experiences and Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 6 (September 2005): 732–36. http://dx.doi.org/10.1177/154193120504900603.

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Founded on the principles of experiential learning and anchored instruction, Virtual Field Trips utilize state-of-the art technologies to create immersive, multi-sensory, interactive experiences with real world environments. Virtual Field Trips are designed to be an integral part of a technology-enabled educational system to teach targeted material and motivate students.

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Langille, James, and Zoila Green. "Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 4 (December 14, 2021): 1024–50. http://dx.doi.org/10.53967/cje-rce.v44i4.4723.

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Complexity of the various needs that come with English language learners (ELLs) beyond language learning (such as learning gaps, social and cultural differences, etc.) and increased numbers of English language learners in Canadian schools have led educational stakeholders to seek ways to promote reading improvement. While literature points out the relevance of systematic phonics instruction in reading and the importance of form-focused instruction (FFI) in English language learning, multi-sensory phonics programs (MSPPs) appear to be an effective reading tool that embodies them both. Although evidence on the efficacy of these programs is copious in students with learning difficulties, little is known about MSPPs in connection with English language learning. As a result, this integrative literature review explores the notable benefits of MSPPs, their connection with ELL instruction, and how successful program implementation may depend on teacher training.

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Yang, Yang, Ju Lu, and Yi Zuo. "Changes of Synaptic Structures Associated with Learning, Memory and Diseases." Brain Science Advances 4, no. 2 (December 2018): 99–117. http://dx.doi.org/10.26599/bsa.2018.2018.9050012.

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Synaptic plasticity is widely believed to be the cellular basis of learning and memory. It is influenced by various factors including development, sensory experiences, and brain disorders. Long-term synaptic plasticity is accompanied by protein synthesis and trafficking, leading to structural changes of the synapse. In this review, we focus on the synaptic structural plasticity, which has mainly been studied with in vivo two-photon laser scanning microscopy. We also discuss how a special type of synapses, the multi-contact synapses (including those formed by multi-synaptic boutons and multi-synaptic spines), are associated with experience and learning.

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Obaid, Majeda Al Sayyed. "The Impact Of Using Multi-Sensory Approach For Teaching Students With Learning Disabilities." Journal of International Education Research (JIER) 9, no. 1 (December 22, 2012): 75–82. http://dx.doi.org/10.19030/jier.v9i1.7502.

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The purpose of this study is to investigate the effect of using the Multi-Sensory Approach for teaching students with learning disabilities on the sixth grade students' achievement in mathematics at Jordanian public schools. To achieve the purpose of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The test consisted of twenty items on mathematics. The sample of the study comprised (117) sixth grade students in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education and was distributed into four sections, which were selected purposefully. The sample of the study was divided into four groups (two experimental and two control groups). The experimental group was taught using multi-sensory approach while the control group was taught using the current approach. The sample of the study was (62) students in the experimental group and (55) students in the control group. Those groups were distributed into four purposefully selected sections in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education. Descriptive statistical analyses were used (Means and Standard Deviation) for the pre and post- tests of students' mathematics test to experimental and control groups. The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group. The researcher proposed some recommendations to enhance the importance of parental involvement on students' achievement in English language such as conducting further studies on other populations and for a longer time.

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Ayer, S. "Use of multi-sensory rooms for children with profound and multiple learning disabilities." Journal of Learning Disabilities for Nursing, Health, and Social Care 2, no. 2 (June 1998): 89–97. http://dx.doi.org/10.1177/146900479800200206.

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Delport, Danri. "The Impact of Math Manipulatives as a Multi-Sensory Teaching Technique in Statistics." MUST: Journal of Mathematics Education, Science and Technology 6, no. 2 (December 31, 2021): 186. http://dx.doi.org/10.30651/must.v6i2.10168.

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Many students in social sciences have negative attitudes towards statistics courses, which are often excessively rigid, abstract, and employing teaching approaches that take much of the fun out of learning. A great deal of research has shown that the human brain learns and performs better in situations where information is integrated across several sensory modalities. Research also shows how multisensory teaching approaches are valuable in the learning of language and literacy, as well as for children with learning disabilities like dyslexia. Furthermore, many research studies have pointed out how math manipulatives contribute to students’ experiences by providing them with hands-on and concrete learning experiences. Currently, there seems to be a lack of research that incorporates math manipulatives as a multisensory teaching technique in introductory statistics courses. The purpose of this research is to investigate whether the use of math manipulatives as a multisensory teaching technique has an impact on students' academic performance in Statistics II at a South African university. A non-equivalent pretest posttest design was employed to see if the posttest performance of students exposed to the multisensory teaching strategy (in Statistics II) differed from that of students who received traditional instruction (in Business Statistics). The results of the study showed that students who were exposed to the multisensory teaching technique using math manipulatives achieved higher scores in Statistics II (µ = 70.18) than the students who were taught through traditional instruction (µ = 56.56). The study has significant implications on education, specifically for introductory statistics and probability.

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Gorjian, Bahman, Abdolmajid Hayati, and Elham Barazandeh. "An evaluation of the effects of art on vocabulary learning through multi-sensory modalities." Procedia Technology 1 (2012): 345–50. http://dx.doi.org/10.1016/j.protcy.2012.02.072.

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Bednarek, Michal, Piotr Kicki, and Krzysztof Walas. "On Robustness of Multi-Modal Fusion—Robotics Perspective." Electronics 9, no. 7 (July 16, 2020): 1152. http://dx.doi.org/10.3390/electronics9071152.

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The efficient multi-modal fusion of data streams from different sensors is a crucial ability that a robotic perception system should exhibit to ensure robustness against disturbances. However, as the volume and dimensionality of sensory-feedback increase it might be difficult to manually design a multimodal-data fusion system that can handle heterogeneous data. Nowadays, multi-modal machine learning is an emerging field with research focused mainly on analyzing vision and audio information. Although, from the robotics perspective, haptic sensations experienced from interaction with an environment are essential to successfully execute useful tasks. In our work, we compared four learning-based multi-modal fusion methods on three publicly available datasets containing haptic signals, images, and robots’ poses. During tests, we considered three tasks involving such data, namely grasp outcome classification, texture recognition, and—most challenging—multi-label classification of haptic adjectives based on haptic and visual data. Conducted experiments were focused not only on the verification of the performance of each method but mainly on their robustness against data degradation. We focused on this aspect of multi-modal fusion, as it was rarely considered in the research papers, and such degradation of sensory feedback might occur during robot interaction with its environment. Additionally, we verified the usefulness of data augmentation to increase the robustness of the aforementioned data fusion methods.

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Cavazos Quero, Luis, Chung-Heon Lee, and Jun-Dong Cho. "Multi-Sensory Color Code Based on Sound and Scent for Visual Art Appreciation." Electronics 10, no. 14 (July 15, 2021): 1696. http://dx.doi.org/10.3390/electronics10141696.

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The development of assistive technologies is improving the independent access of blind and visually impaired people to visual artworks through non-visual channels. Current single modality tactile and auditory approaches to communicate color contents must compromise between conveying a broad color palette, ease of learning, and suffer from limited expressiveness. In this work, we propose a multi-sensory color code system that uses sound and scent to represent colors. Melodies express each color’s hue and scents the saturated, light, and dark color dimensions for each hue. In collaboration with eighteen participants, we evaluated the color identification rate achieved when using the multi-sensory approach. Seven (39%) of the participants improved their identification rate, five (28%) remained the same, and six (33%) performed worse when compared to an audio-only color code alternative. The participants then evaluated and compared a color content exploration prototype that uses the proposed color code with a tactile graphic equivalent using the System Usability Scale. For a visual artwork color exploration task, the multi-sensory color code integrated prototype received a score of 78.61, while the tactile graphics equivalent received 61.53. User feedback indicates that the multi-sensory color code system improved the convenience and confidence of the participants.

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K Alenizi, Mogbel Aid. "Effectiveness of a Program Based on A Multi-Sensory Strategy in Developing Visual Perception of Primary School Learners with Learning Disabilities: A Contextual Study of Arabic Learners." International Journal of Educational Psychology 8, no. 1 (February 24, 2019): 72. http://dx.doi.org/10.17583/ijep.2019.3346.

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The current study aims to assess the effectiveness of a program based on a multi-sensory strategy in developing of visual perception for primary school learners with learning disabilities. The study employed the quasi-experimental method on the experimental group of learners. A training program based on multi-sensory strategy was employed on a group of third and fourth graders (n = 30) who were exposed to draw upon their sensorimotor memories and familiarities to recognize the mentally stimulating texts. The other group of 30 learners i.e. the control group was exposed to the regular reading comprehension instructions. Pre-to-post test differences were examined in terms of the learners’ visual perception to evaluate the teaching’s effectiveness. The results illustrates that there is a difference in the level of visual perception skills of the learners of both groups. And the differences were in favor of multi-sensory strategy. The findings of this study suggest that it is constructive for learners to connect their sensorimotor experiences to the text/or the reading materials they are exposed to.

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Shen, Qiang, Haotian Feng, Rui Song, Donglei Song, and Hao Xu. "Federated Meta-Learning with Attention for Diversity-Aware Human Activity Recognition." Sensors 23, no. 3 (January 17, 2023): 1083. http://dx.doi.org/10.3390/s23031083.

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The ubiquity of smartphones equipped with multiple sensors has provided the possibility of automatically recognizing of human activity, which can benefit intelligent applications such as smart homes, health monitoring, and aging care. However, there are two major barriers to deploying an activity recognition model in real-world scenarios. Firstly, deep learning models for activity recognition use a large amount of sensor data, which are privacy-sensitive and hence cannot be shared or uploaded to a centralized server. Secondly, divergence in the distribution of sensory data exists among multiple individuals due to their diverse behavioral patterns and lifestyles, which contributes to difficulty in recognizing activity for large-scale users or ’cold-starts’ for new users. To address these problems, we propose DivAR, a diversity-aware activity recognition framework based on a federated Meta-Learning architecture, which can extract general sensory features shared among individuals by a centralized embedding network and individual-specific features by attention module in each decentralized network. Specifically, we first classify individuals into multiple clusters according to their behavioral patterns and social factors. We then apply meta-learning in the architecture of federated learning, where a centralized meta-model learns common feature representations that can be transferred across all clusters of individuals, and multiple decentralized cluster-specific models are utilized to learn cluster-specific features. For each cluster-specific model, a CNN-based attention module learns cluster-specific features from the global model. In this way, by training with sensory data locally, privacy-sensitive information existing in sensory data can be preserved. To evaluate the model, we conduct two data collection experiments by collecting sensor readings from naturally used smartphones annotated with activity information in the real-life environment and constructing two multi-individual heterogeneous datasets. In addition, social characteristics including personality, mental health state, and behavior patterns are surveyed using questionnaires. Finally, extensive empirical results demonstrate that the proposed diversity-aware activity recognition model has a relatively better generalization ability and achieves competitive performance on multi-individual activity recognition tasks.

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Ravikumar, Rukmini, and Amy Johnson. "Multi-Sensory Learning: Using Problem-Solving, Tactile, Metaphorical and Experiential Learning to Better Prepare Students for the Global Marketplace." Design Principles and Practices: An International Journal—Annual Review 5, no. 4 (2011): 655–66. http://dx.doi.org/10.18848/1833-1874/cgp/v05i04/38151.

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Sanfilippo, Filippo, Tomas Blazauskas, Gionata Salvietti, Isabel Ramos, Silviu Vert, Jaziar Radianti, Tim A. Majchrzak, and Daniel Oliveira. "A Perspective Review on Integrating VR/AR with Haptics into STEM Education for Multi-Sensory Learning." Robotics 11, no. 2 (March 31, 2022): 41. http://dx.doi.org/10.3390/robotics11020041.

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As a result of several governments closing educational facilities in reaction to the COVID-19 pandemic in 2020, almost 80% of the world’s students were not in school for several weeks. Schools and universities are thus increasing their efforts to leverage educational resources and provide possibilities for remote learning. A variety of educational programs, platforms, and technologies are now accessible to support student learning; while these tools are important for society, they are primarily concerned with the dissemination of theoretical material. There is a lack of support for hands-on laboratory work and practical experience. This is particularly important for all disciplines related to science, technology, engineering, and mathematics (STEM), where labs and pedagogical assets must be continuously enhanced in order to provide effective study programs. In this study, we describe a unique perspective to achieving multi-sensory learning through the integration of virtual and augmented reality (VR/AR) with haptic wearables in STEM education. We address the implications of a novel viewpoint on established pedagogical notions. We want to encourage worldwide efforts to make fully immersive, open, and remote laboratory learning a reality.

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Matos, Andreia, Tânia Rocha, Luciana Cabral, and Maximino Bessa. "Multi-sensory Storytelling to Support Learning for People with Intellectual Disability: An Exploratory Didactic Study." Procedia Computer Science 67 (2015): 12–18. http://dx.doi.org/10.1016/j.procs.2015.09.244.

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Nichols, Ashley. "To Poop or Not to Poop: A Multi-Sensory Learning Experience in Constipation Management (FR482D)." Journal of Pain and Symptom Management 57, no. 2 (February 2019): 438–39. http://dx.doi.org/10.1016/j.jpainsymman.2018.12.175.

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Cao, Lele, Fuchun Sun, Hongbo Li, and Wenbing Huang. "Advancing the incremental fusion of robotic sensory features using online multi-kernel extreme learning machine." Frontiers of Computer Science 11, no. 2 (June 23, 2016): 276–89. http://dx.doi.org/10.1007/s11704-016-5171-9.

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Wong, Julia S. W., Baaska Anderson, and Martin Gough. "Is concept mapping favourable for undergraduates with different learning styles?" Journal of Nursing Education and Practice 10, no. 12 (August 18, 2020): 7. http://dx.doi.org/10.5430/jnep.v10n12p7.

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Background and objective: Concept mapping is a powerful metacognition and visual learning tool. However, human beings are born to understand and perceive the world using five basic senses. According to Neil Fleming’s VARK model, there are five different types of sensory modality groups which include visual, auditory, read/write, kinaesthetic and mixed modality. Therefore, this study aimed to investigate the effects of CM on students’ overall academic performance among visual, auditory, read/write, kinaesthetic and multi-modal dominant learners.Methods: This was a cross-sectional quantitative research study. The participants were nursing undergraduates in a private higher education institute and enrolled in the same course offered in the spring and summer semesters. At the beginning of the semester, the VARK questionnaire version 7.8 was used to identify students’ sensory modality groups. Concept mapping was adopted for teaching the course. After the semester, students’ overall academic performance was used to compare the differences between different sensory modality groups.Results: The mean grades of the spring students were: visual (M = 80.80, SD = 7.30), aural (M = 81.49, SD = 4.19), read/write (M = 81.16, SD = 8.69), kinaesthetic (M = 78.27, SD = 7.56) and multimodal (M = 79.56, SD = 7.65). The means grade of summer students were: visual (M = 74.68, SD = 8.59), aural (M = 78.79, SD = 9.38), read/write (M = 74.89, SD = 3.87), kinaesthetic (M = 77.10, SD = 9.69) and multimodal (M = 75.96, SD = 9.74). After comparing the average grades between different sensory modality groups in both spring and summer semesters using One-way ANOVA testing, there were no statistically significant differences found.Conclusions: The results of this study show that teaching with animated CM in PowerPoints and co-construction of CM seems to be applicable to learners with different sensory modality groups.

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Costa, Weverton Gomes da, Ivan de Paiva Barbosa, Jacqueline Enequio de Souza, Cosme Damião Cruz, Moysés Nascimento, and Antonio Carlos Baião de Oliveira. "Machine learning and statistics to qualify environments through multi-traits in Coffea arabica." PLOS ONE 16, no. 1 (January 12, 2021): e0245298. http://dx.doi.org/10.1371/journal.pone.0245298.

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Several factors such as genotype, environment, and post-harvest processing can affect the responses of important traits in the coffee production chain. Determining the influence of these factors is of great relevance, as they can be indicators of the characteristics of the coffee produced. The most efficient models choice to be applied should take into account the variety of information and the particularities of each biological material. This study was developed to evaluate statistical and machine learning models that would better discriminate environments through multi-traits of coffee genotypes and identify the main agronomic and beverage quality traits responsible for the variation of the environments. For that, 31 morpho-agronomic and post-harvest traits were evaluated, from field experiments installed in three municipalities in the Matas de Minas region, in the State of Minas Gerais, Brazil. Two types of post-harvest processing were evaluated: natural and pulped. The apparent error rate was estimated for each method. The Multilayer Perceptron and Radial Basis Function networks were able to discriminate the coffee samples in multi-environment more efficiently than the other methods, identifying differences in multi-traits responses according to the production sites and type of post-harvest processing. The local factors did not present specific traits that favored the severity of diseases and differentiated vegetative vigor. Sensory traits acidity and fragrance/aroma score also made little contribution to the discrimination process, indicating that acidity and fragrance/aroma are characteristic of coffee produced and all coffee samples evaluated are of the special type in the Mata of Minas region. The main traits responsible for the differentiation of production sites are plant height, fruit size, and bean production. The sensory trait "Body" is the main one to discriminate the form of post-harvest processing.

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Morelli, Nathan, and Matthew Hoch. "A Proposed Postural Control Theory Synthesizing Optimal Feedback Control Theory, Postural Motor Learning, and Cerebellar Supervision Learning." Perceptual and Motor Skills 127, no. 6 (June 24, 2020): 1118–33. http://dx.doi.org/10.1177/0031512520930868.

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Multiple theories regarding motor learning and postural control development aim to explain how the central nervous system (CNS) acquires, adjusts, and learns postural behaviors. However, few theories of postural motor development and learning propose possible neurophysiologic correlates to support their assumptions. Evidence from behavioral and computational models support the cerebellum’s role in supervising motor learning through the production of forward internal models, corrected by sensory prediction errors. Optimal Feedback Control Theory (OFCT) states that the CNS learns new behaviors by minimizing the cost of multi-joint movements that attain a task goal. By synthesizing principles of the OFCT, postural sway characteristics, and cerebellar anatomy and its internal models, we propose an integrated learning model in which cerebellar supervision of postural control is governed by movement cost functions.

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Sánchez-Fibla, Martí, Sébastien Forestier, Clément Moulin-Frier, Jordi-Ysard Puigbò, and Paul FMJ Verschure. "From motor to visually guided bimanual affordance learning." Adaptive Behavior 28, no. 2 (July 2, 2019): 63–78. http://dx.doi.org/10.1177/1059712319855836.

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The mechanisms of how the brain orchestrates multi-limb joint action have yet to be elucidated and few computational sensorimotor (SM) learning approaches have dealt with the problem of acquiring bimanual affordances. We propose a series of bidirectional (forward/inverse) SM maps and its associated learning processes that generalize from uni- to bimanual interaction (and affordances) naturally, reinforcing the motor equivalence property. The SM maps range from a SM nature to a solely sensory one: full body control, delta SM control (through small action changes), delta sensory co-variation (how body-related perceptual cues covariate with object-related ones). We make several contributions on how these SM maps are learned: (1) Context and Behavior-Based Babbling: generalizing goal babbling to the interleaving of absolute and local goals including guidance of reflexive behaviors; (2) Event-Based Learning: learning steps are driven by visual, haptic events; and (3) Affordance Gradients: the vectorial field gradients in which an object can be manipulated. Our modeling of bimanual affordances is in line with current robotic research in forward visuomotor mappings and visual servoing, enforces the motor equivalence property, and is also consistent with neurophysiological findings like the multiplicative encoding scheme.

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Hardman, David, Thomas George Thuruthel, Antonia Georgopoulou, Frank Clemens, and Fumiya Iida. "3D Printable Soft Sensory Fiber Networks for Robust and Complex Tactile Sensing." Micromachines 13, no. 9 (September 17, 2022): 1540. http://dx.doi.org/10.3390/mi13091540.

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The human tactile system is composed of multi-functional mechanoreceptors distributed in an optimized manner. Having the ability to design and optimize multi-modal soft sensory systems can further enhance the capabilities of current soft robotic systems. This work presents a complete framework for the fabrication of soft sensory fiber networks for contact localization, using pellet-based 3D printing of piezoresistive elastomers to manufacture flexible sensory networks with precise and repeatable performances. Given a desirable soft sensor property, our methodology can design and fabricate optimized sensor morphologies without human intervention. Extensive simulation and experimental studies are performed on two printed networks, comparing a baseline network to one optimized via an existing information theory based approach. Machine learning is used for contact localization based on the sensor responses. The sensor responses match simulations with tunable performances and good localization accuracy, even in the presence of damage and nonlinear material properties. The potential of the networks to function as capacitive sensors is also demonstrated.

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DELIANO, MATTHIAS, and FRANK W. OHL. "NEURODYNAMICS OF CATEGORY LEARNING: TOWARDS UNDERSTANDING THE CREATION OF MEANING IN THE BRAIN." New Mathematics and Natural Computation 05, no. 01 (March 2009): 61–81. http://dx.doi.org/10.1142/s1793005709001192.

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Category learning, the formation and use of categories (equivalence classes of meaning), is an elemental function of cognition. We report our approach to study the physiological mechanisms underlying category learning using high-density multi-channel recordings of electrocorticograms in rodents. These data suggest the coexistence of separate coding principles for representing physical stimulus attributes ("stimulus representation") and subjectively relevant information (meaning) about stimuli, respectively. The implications of these findings for the construction of interactive cortical sensory neuroprostheses are discussed.

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Shultz, Abraham M., Sangmook Lee, Mary Guaraldi, Thomas B. Shea, and Holly A. Yanco. "Robot-Embodied Neuronal Networks as an Interactive Model of Learning." Open Neurology Journal 11, no. 1 (September 30, 2017): 39–47. http://dx.doi.org/10.2174/1874205x01711010039.

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Background and Objective:The reductionist approach of neuronal cell culture has been useful for analyses of synaptic signaling. Murine cortical neurons in culture spontaneously form anex vivonetwork capable of transmitting complex signals, and have been useful for analyses of several fundamental aspects of neuronal development hitherto difficult to clarifyin situ. However, these networks lack the ability to receive and respond to sensory input from the environment as do neuronsin vivo. Establishment of these networks in culture chambers containing multi-electrode arrays allows recording of synaptic activity as well as stimulation.Method:This article describes the embodiment ofex vivoneuronal networks neurons in a closed-loop cybernetic system, consisting of digitized video signals as sensory input and a robot arm as motor output.Results:In this system, the neuronal network essentially functions as a simple central nervous system. This embodied network displays the ability to track a target in a naturalistic environment. These findings underscore thatex vivoneuronal networks can respond to sensory input and direct motor output.Conclusion:These analyses may contribute to optimization of neuronal-computer interfaces for perceptive and locomotive prosthetic applications.Ex vivonetworks display critical alterations in signal patterns following treatment with subcytotoxic concentrations of amyloid-beta. Future studies including comparison of tracking accuracy of embodied networks prepared from mice harboring key mutations with those from normal mice, accompanied with exposure to Abeta and/or other neurotoxins, may provide a useful model system for monitoring subtle impairment of neuronal function as well as normal and abnormal development.

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Gkintoni, Evgenia, Constantinos Halkiopoulos, Hera Antonopoulou, and Nikos Petropoulos. "Gamification of Neuropsychological Tools as a Multi-Sensory Approach to Education. Stroop's Paradigm." Technium Romanian Journal of Applied Sciences and Technology 3, no. 8 (October 2, 2021): 92–102. http://dx.doi.org/10.47577/technium.v3i8.4798.

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The Stroop test is a neuropsychological assessment that is worldwide recognized for its sensitivity and reliability in assessing frontal activation and executive function control. The Stroop test was conducted in this research effort using the Unity machine in a virtual test with the identical application approach and outcome measurement as in the physical test. The new visual "ustroop" test was conducted to a large enough sample of persons to allow comparisons to the initial test. Subsequently, more game scenarios in the form of a play script were added to evaluate the player's reaction to color, brand name, and words. To summarize, neuropsychological evaluation techniques can be used to promote and evaluate visual gaming, and the current project's findings can be developed upon. Though, scientific fields such as cognitive neuroscience, neuropsychological assessment tools, and gamification techniques can effectively increase learning and cognitive function through continual exercise and can be an asset in the educational process.

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Riegel, Ulrich, and Katharina Kindermann. "The Impact of Participatory Learning on Attitude." Journal of Empirical Theology 29, no. 1 (September 23, 2016): 1–23. http://dx.doi.org/10.1163/15709256-12341334.

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Participatory learning is one way for religious education at school to deal with students’ lack of religious experience. In this paper we analyze the impact of participatory learning on the attitude of students towards church buildings. We engaged 594 third graders (about 8 years old) in German primary schools in an instructional sequence about this building. We assigned students to two groups following different instructional techniques, namely field trips to the local church and multi-sensory methods in the classroom. Both learning environments realized the concept of participatory learning. Before and after the sequence we had all students fill in a questionnaire and answer eight questions from which we infer their attitude towards church buildings. Our results indicate that participatory learning has the power to affect the students’ attitude. However, these changes are independent of the instructional technique.

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Papanastasiou, George, Athanasios Drigas, and Charalabos Skianis. "Serious Games in Preschool and Primary Education: Benefits And Impacts on Curriculum Course Syllabus." International Journal of Emerging Technologies in Learning (iJET) 12, no. 01 (January 31, 2017): 44. http://dx.doi.org/10.3991/ijet.v12i01.6065.

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Serious Games (SGs) indicate positive effects on Preschool and Primary school students and promote a multi sensory style of learning. This review paper explores the integration of Serious Games in the area of Preschool and Primary Education, in the last decade (2006-2016). The studies were carried out on Preschool and Primary school settings, respectively. Research showed that Serious Games are able to keep all students engaged in classroom facilities, scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem. Serious Games Based Learning (GBL) has proven its added value in almost every aspect of the curriculum.

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Ali, Nada Hussain, Matheel Emad Abdulmunem, and Akbas Ezaldeen Ali. "Constructed model for micro-content recognition in lip reading based deep learning." Bulletin of Electrical Engineering and Informatics 10, no. 5 (October 1, 2021): 2557–65. http://dx.doi.org/10.11591/eei.v10i5.2927.

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Communication between human beings has several ways, one of the most known and used is speech, both visual and acoustic perceptions sensory are involved, because of that, the speech is considered as a multi-sensory process. Micro contents are a small pieces of information that can be used to boost the learning process. Deep learning is an approach that dives into deep texture layers to learn fine grained details. The convolution neural network (CNN) is a deep learning technique that can be employed as a complementary model with micro learning to hold micro contents to achieve special process. In This paper a proposed model for lip reading system is presented with proposed video dataset. The proposed model receives micro contents (the English alphabet) in video as input and recognize them, the role of CNN deep learning is clearly appeared to perform two tasks, the first one is feature extraction and the second one is the recognition process. The implementation results show an efficient accuracy recognition rate for various video dataset that contains variety lip reader for many persons with age range from 11 to 63 years old, the proposed model gives high recognition rate reach to 98%.

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Hulme, Charles, Andrew Monk, and Sarah Ives. "Some experimental studies of multi-sensory teaching: the effects of manual tracing on children's paired-associate learning." British Journal of Developmental Psychology 5, no. 4 (November 1987): 299–307. http://dx.doi.org/10.1111/j.2044-835x.1987.tb01066.x.

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Harris, Christopher A., Peter A. Passaro, Ildikó Kemenes, György Kemenes, and Michael O'Shea. "Sensory driven multi-neuronal activity and associative learning monitored in an intact CNS on a multielectrode array." Journal of Neuroscience Methods 186, no. 2 (February 2010): 171–78. http://dx.doi.org/10.1016/j.jneumeth.2009.11.014.

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Mount, Helen, and Judith Cavet. "Multi-sensory environments: an exploration of their potential for young people with profound and multiple learning difficulties." British Journal of Special Education 22, no. 2 (June 8, 2007): 52–55. http://dx.doi.org/10.1111/j.1467-8578.1995.tb01322.x.

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Krajewski, Sabine, and Matthew Khoury. "Daring spaces." Learning and Teaching 14, no. 1 (March 1, 2021): 89–113. http://dx.doi.org/10.3167/latiss.2021.140105.

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In this article, we argue that physical rooms cannot be replaced by virtual space without literally losing the student’s body and that experimenting with rooms and active learning is imperative for improving and advancing students’ learning. Our case study offers insight into a ‘soft room experiment’ without hard furniture or audio-visual equipment at one Australian university and makes recommendations that will be useful in many other educational environments. Our qualitative research project is based on feedback from students and staff as well as on class observation. Findings show that learning spaces need to be designed with appropriate pedagogies in mind, be multifunctional and ideally also multi-sensory.

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LeBrasseur, Richard. "Virtual Site Visits: Student Perception and Preferences Towards Technology Enabled Experiential Learning." International Journal of Emerging Technologies in Learning (iJET) 18, no. 02 (January 24, 2023): 115–40. http://dx.doi.org/10.3991/ijet.v18i02.32013.

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Site visits are a key pedagogical tool within natural science and geographical education. Site visits provide an interactive experience to enable learning through the exposure to a real-world spatio-temporal environment. COVID-19 restrictions required the development of a virtual site visit for a landscape ecology course in North America. In this study, a series of digital tools were coordinated to deliver site visit information focusing on multi-sensory, multi-scalar, and multi-media information based on Kolb’s experiential learning model, particularly Step 1, the concrete experience. This research explored student’s perceptions and opinions of the digital tools provided to complete their ecological restoration management assignment and their effectiveness and usability. 4th year natural resource and environmental science students (n=52) reported predominately positive attitudes towards the use of the virtual site visit. Though students did not prefer the virtual site visit over a physical site visit, they noted that the virtual site visit digital tools did provide the same information as a site visit and that they felt they were able to understand all aspects of the physical site through the virtual site visit tools provided, particularly through the digital photographs and the 360-degree virtual reality imagery. Successful student assignments illustrated experiential learning outcomes were met.

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Driver, Paul. "Pervasive Games and Mobile Technologies for Embodied Language Learning." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 4 (October 2012): 50–63. http://dx.doi.org/10.4018/ijcallt.2012100104.

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Thanks to the rapidly increasing adoption of mobile communications and wireless technologies, language educators are now empowered to sculpt interactions and design learning experiences using the real world as their canvas. City streets, shopping centres, cafés, and cemeteries can be augmented with new layers of meaning and narrative as learner-players use their language skills to navigate the chaotic and unpredictable environment of everyday life and achieve their objectives. Spatially expanded games provide a natural way to situate language production in context-rich, authentic settings, in contrast to the comparatively sterile confines of the traditional classroom. They are multimodal, multi-sensory, and highly personal immersive experiences. This paper explores the potential of technology-enhanced pervasive urban games for language learning and the pedagogic and philosophical foundations upon which these ideas are based. Examples are provided from an ongoing location-based research project.

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Mercieca, Daniela, and Duncan P. Mercieca. "Literacy with parents for children with profound and multiple learning difficulties." Educational and Child Psychology 26, no. 4 (2009): 55–64. http://dx.doi.org/10.53841/bpsecp.2009.26.4.55.

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This paper aims to explore the issue of literacy for children with profound and multiple learning difficulties (PMLD). A group of parents met for six sessions with the authors and discussed how literacy could be applied to their children in the homes. A multi-sensory approach was discussed and experimented with using various texts mentioned in the article. This paper deals with three main ideas, namely challenging parental constructions about their children and about literacy and story-telling; the possible therapeutic role of such a process and its ensuing influence on parents’ roles as advocates for their children; and the idea of experimenting with stories and practices using the senses. In conclusion, the relevance of the above for practising educational psychologists is highlighted.

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Broadbent, H., T. Osborne, D. Mareschal, and N. Kirkham. "Are two cues always better than one? The role of multiple intra-sensory cues compared to multi-cross-sensory cues in children's incidental category learning." Cognition 199 (June 2020): 104202. http://dx.doi.org/10.1016/j.cognition.2020.104202.

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Samaras, Stamatios, Eleni Diamantidou, Dimitrios Ataloglou, Nikos Sakellariou, Anastasios Vafeiadis, Vasilis Magoulianitis, Antonios Lalas, et al. "Deep Learning on Multi Sensor Data for Counter UAV Applications—A Systematic Review." Sensors 19, no. 22 (November 6, 2019): 4837. http://dx.doi.org/10.3390/s19224837.

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Usage of Unmanned Aerial Vehicles (UAVs) is growing rapidly in a wide range of consumer applications, as they prove to be both autonomous and flexible in a variety of environments and tasks. However, this versatility and ease of use also brings a rapid evolution of threats by malicious actors that can use UAVs for criminal activities, converting them to passive or active threats. The need to protect critical infrastructures and important events from such threats has brought advances in counter UAV (c-UAV) applications. Nowadays, c-UAV applications offer systems that comprise a multi-sensory arsenal often including electro-optical, thermal, acoustic, radar and radio frequency sensors, whose information can be fused to increase the confidence of threat’s identification. Nevertheless, real-time surveillance is a cumbersome process, but it is absolutely essential to detect promptly the occurrence of adverse events or conditions. To that end, many challenging tasks arise such as object detection, classification, multi-object tracking and multi-sensor information fusion. In recent years, researchers have utilized deep learning based methodologies to tackle these tasks for generic objects and made noteworthy progress, yet applying deep learning for UAV detection and classification is considered a novel concept. Therefore, the need to present a complete overview of deep learning technologies applied to c-UAV related tasks on multi-sensor data has emerged. The aim of this paper is to describe deep learning advances on c-UAV related tasks when applied to data originating from many different sensors as well as multi-sensor information fusion. This survey may help in making recommendations and improvements of c-UAV applications for the future.

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Chen, Kaixuan, Dalin Zhang, Lina Yao, Bin Guo, Zhiwen Yu, and Yunhao Liu. "Deep Learning for Sensor-based Human Activity Recognition." ACM Computing Surveys 54, no. 4 (May 2021): 1–40. http://dx.doi.org/10.1145/3447744.

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The vast proliferation of sensor devices and Internet of Things enables the applications of sensor-based activity recognition. However, there exist substantial challenges that could influence the performance of the recognition system in practical scenarios. Recently, as deep learning has demonstrated its effectiveness in many areas, plenty of deep methods have been investigated to address the challenges in activity recognition. In this study, we present a survey of the state-of-the-art deep learning methods for sensor-based human activity recognition. We first introduce the multi-modality of the sensory data and provide information for public datasets that can be used for evaluation in different challenge tasks. We then propose a new taxonomy to structure the deep methods by challenges. Challenges and challenge-related deep methods are summarized and analyzed to form an overview of the current research progress. At the end of this work, we discuss the open issues and provide some insights for future directions.

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McGowan, Glenys, Gerhard Hoffstaedter, and Jennifer Creese. "Object Based Learning in the Social Sciences: Three Approaches to Haptic Knowledge Making." Teaching Anthropology 11, no. 2 (July 8, 2022): 97–107. http://dx.doi.org/10.22582/ta.v11i2.657.

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Object-based learning, where students learn by hands-on interactive experiences with skills and objects, provides an active, multi-layered learning experience. Engaging haptic perceptual styles to build meaning and understanding through tactile stimuli, object-based learning can increase student engagement and satisfaction, and improve knowledge retention and higher-level critical thinking. This paper examines three case studies where haptic pedagogical principles were employed to develop learning experiences for key themes, practices and challenges of anthropology. The first, an archaeological laboratory interaction, gave students physical artefacts to touch, manipulate and critically consider, embedded within real-life archaeological case studies. The second, an interactive session using hand-written letters from asylum seekers drawn from an archival collection, connected students with otherwise-inaccessible asylum-seeker voices and multi-sensory modes of critical archival research. The third, a museum curation task, gave students the opportunity to curate and reflect critically on their own museum exhibition of household objects, both meaningful and mundane. All three case studies demonstrate the benefits of utilising the haptic perceptual style in learning design, with engaged and critically reflective understanding being developed. However, there are limitations and considerations inherent in such learning activities, including the ethics of handling objects and the constraints of digital formats for online learning.

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Journal articles on the topic 'Multi-sensory learning'

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