A Multimodal Learning System for Individuals with Sensorial, Neuropsychological, and Relational Impairments

Canazza, Sergio; Foresti, Gian Luca

doi:10.1155/2013/564864

Cited by 4 publications

(4 citation statements)

References 29 publications

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“…If school psychology, as a field, is committed to developing a cohort of professionals who can work within the educational system as well as across school, community, and work environments, graduate programs and professional development must place a greater emphasis on issues and knowledge associated with postschool options for young people with disabilities. For example, topics such as UDL and self‐determination have been shown to improve academic and functional outcomes of students with and without disabilities in the short‐ and long‐term (Canazza, & Foresti, ; Coyne, Pisha, Dalton, Zeph, & Smith, ; Dessemontet, & Bless, ; McGuire & McDonnell, ; Test, Mazzotti et al, ; Wehmeyer & Palmer, ). Career development theory and strength‐based assessments not only harken to the mandated goals of IEPs (postschool oriented and focused on the strengths of the student, respectively; Individuals with Disabilities Education Improvement Act, ), but also allow for increased family–school–community partnerships and input (Talapatra, Miller et al, ).…”

Section: Discussionmentioning

confidence: 99%

Transition services for students with intellectual disabilities: School psychologists’ perceptions

Talapatra

Roach

Varjas

et al. 2018

Psychology in the Schools

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For individuals with intellectual disabilities (ID), transition services increase access to postschool opportunities. School psychologists should contribute to transition services but have reportedly limited involvement in this area. This study distributed a national survey (N = 176) assessing school psychologists’ current knowledge, attitudes, and behaviors regarding transition services for students with ID. Results indicated that attitudes toward and knowledge of the ID population were significant predictors of transition task performance, and knowledge was a significant predictor of transition‐related attitudes and behaviors. The results provided preliminary evidence that increasing school psychologists’ specific knowledge of transition services and encouraging positive attitudes toward the transition needs of students with ID may increase school psychologists’ performance in transition practice. Specific recommendations are provided.

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Section: Discussionmentioning

confidence: 99%

Transition services for students with intellectual disabilities: School psychologists’ perceptions

Talapatra

Roach

Varjas

et al. 2018

Psychology in the Schools

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“…Thus, multimodal learning systems respond effectively to the demand of many people involved in teaching-learning processes in technologically enriched societies [28]. In addition, the use of the internet, social networks and different Information and Communication Technologies (ICTs) can favour content learning outside of the ordinary classroom hours by means of different learning techniques and strategies such as mobile-learning or e-learning [29][30][31][32][33].…”

Section: The Creation Of Gamified and Multimodal Learning Environment...mentioning

confidence: 99%

Can Gamification Influence the Academic Performance of Students?

et al. 2022

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Gamification along with a whole range of other active methodologies are being incorporated into university classrooms due to their potential benefits for student learning. The aim of this paper was to analyse how a multimodal learning environment based on gamification could affect the final grades of university students in a subject taught at the Faculty of Education in a spanish university. The research was made up of 133 Spanish university students (Mage = 19.60; SDage = 0.43 years old). A quasi-experimental post-test design with a control group was used. The control group and the intervention group consisted of 66 and 67 students respectively. A multimodal gamified learning environment was set up for the intervention group, in contrast to traditional teaching methods which were reserved for the control group. Each one was implemented throughout an academic year. The results revealed statistically significant differences in the final average grade (p < 0.001), with students from the intervention group obtaining higher overall scores. The same occurred in the voluntary learning tasks, with students from the intervention group earning more Health Points (p = 0.006), more Experience Points (p = 0.005), a higher Total Score (p = 0.002) and a higher Level Achieved (p = 0.002). These findings point to the fact that a multimodal gamified learning environment can influence the academic performance of students. However, more scientific research has to be carried out in order to support these findings.

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“…Multi-physical field sensing and control is a technology now widely used in various areas such as sensor networks, robotics, smart buildings, and instrumentations, to name a few [1][2][3]. With the rapid development of artificial intelligence technology, machine learning has become a great potential strategy to execute measurement and control missions for versatile complex systems [1].…”

Section: Introductionmentioning

confidence: 99%

Thermal and Energy Management Based on Bimodal Airflow-Temperature Sensing and Reinforcement Learning

Zhang

Zhu

2018

Energies

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Multi-physical field sensing and machine learning have drawn great attention in various fields such as sensor networks, robotics, energy devices, smart buildings, intelligent system and so on. In this paper, we present a novel efficient method for thermal and energy management based on bimodal airflow-temperature sensing and reinforcement learning, which expedites an exploration process by self-learning and adjusts action policy only through actuators interacting with the environment, being free of the controlled object model and priori experiences. In general, training of reinforcement learning requires a large amount of data iterations, which takes a long time and is not suitable for real-time control. Here, we propose an approach to speed up the learning process by indicating the action adjustment direction. We adopt tailor-designed bimodal sensors to simultaneously detect airflow and temperature field, which provides comprehensive information for reinforcement learning. The proposed thermal and energy management incorporates bimodal parametric sensing with an improved actor-critic algorithm to realize self-learning control. Experiments of thermal and energy management in a multi-module integrated system validate the effectiveness of the proposed methodology, which demonstrate high efficiency, fast response, and good robustness in various control scenarios. The proposed methodology can be widely applied to thermal and energy management of diverse integrated systems.

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A Multimodal Learning System for Individuals with Sensorial, Neuropsychological, and Relational Impairments

Cited by 4 publications

References 29 publications

Transition services for students with intellectual disabilities: School psychologists’ perceptions

Transition services for students with intellectual disabilities: School psychologists’ perceptions

Can Gamification Influence the Academic Performance of Students?

Thermal and Energy Management Based on Bimodal Airflow-Temperature Sensing and Reinforcement Learning

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