Multisensory Educational Materials: Five Senses to Learn

Ponticorvo, Michela; Fuccio, Raffaele Di; Ferrara, Fabrizio; Rega, Angelo; Miglino, Orazio

doi:10.1007/978-3-319-98872-6_6

Cited by 19 publications

(21 citation statements)

References 12 publications

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“…This way educational materials such as logic blocks, cards, counting chips, rods, manipulatives in general, etc. (Di Fuccio et al, 2015Ferrara et al, 2016;Ponticorvo et al, 2018aPonticorvo et al, ,b, 2019 become Smart Objects (Kortuem et al, 2009). A Smart Object can have sensors and processors that, thanks to software, can be in connection and process information together with other objects and with the user.…”

Section: Bridging Physical and Digital Materials: Tui And Smart Objectsmentioning

confidence: 99%

Sociomateriality in Children with Typical and/or Atypical Development

Iannaccone¹,

Savarese²,

Manzi³

et al. 2021

Frontiers Research Topics

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal SeriesThe Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to QualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact

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Section: Bridging Physical and Digital Materials: Tui And Smart Objectsmentioning

confidence: 99%

Sociomateriality in Children with Typical and/or Atypical Development

Iannaccone¹,

Savarese²,

Manzi³

et al. 2021

Frontiers Research Topics

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“…The tutor based on ABA principles was implemented in SNIFF, a tool that integrates digital and physical elements that can be used to test and to develop sense of smell. SNIFF is represented in Figure 3 (Di Fuccio et al 2016;Ponticorvo and Miglino 2018;Ponticorvo et al 2017aPonticorvo et al , 2017bPonticorvo et al , 2018a. This tool takes inspiration from the pedagogical framework derived from the Montessori studies (Montessori 2013), and, more specifically, to the smelling bottles or jars.…”

Section: The Tool For Olfactory Learning: Sniffmentioning

confidence: 99%

Applied Behavior Analysis (ABA) as a Footprint for Tutoring Systems: A Model of ABA Approach Applied to Olfactory Learning

Ponticorvo

Rega²,

Miglino

2020

Social Sciences

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Applied Behavior Analysis (ABA) belongs to the analysis of behavior techniques introduced by the theorists of behaviorism in psychological fields. It deals with the application of behaviorism principles to guide the learning process. It can serve as a footprint to build artificial tutoring systems in environments for specific learning processes. In this paper, we delineate the pathway to build an artificial tutoring system following ABA footprints, named the ABA tutor. In implementing the ABA tutor, the techniques of ABA are reproduced. This paper also describes how to build a tutor based on ABA and how to use it to favor olfactory learning. In more detail, the ABA tutor is inserted in SNIFF, a system that combines a software and a hardware side to assess and practice the sense of smell exploiting gamification. A first experiment was run involving 90 participants, and the results indicated that the artificial tutoring system based on ABA principles can effectively promote olfactory learning. The implications of this approach are discussed.

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“…The first one is usually observable in children who learn with a teacher through multisensory experience. It is characterized by well structured educational materials [29][30][31], e.g., a Montessori-inspired classroom [32] and a well-structured environment. In this case, the teacher can be modeled as an agent that we can call generically trainer and directly affects learners' activities.…”

Section: Agents In Eg and The Spa Approachmentioning

confidence: 99%

“…While role-playing methodology that derives from psychodrama and sociodrama [33] has learning purposes, role-playing videogames are created for recreational purposes and take inspiration from pen-and-paper role-playing games. Indeed, role-play [30] has extensively been recognized as a powerful technique for enhancing the traditional training practice, boosting participants' learning experience, facilitating knowledge, and promoting skills, competencies, and group, as well as personal development, in face to face activities [57][58][59][60].…”

Section: Eutopia: Eg To Train Soft Skills Based On Role-playing Mechamentioning

confidence: 99%

Situated Psychological Agents: A Methodology for Educational Games

et al. 2019

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Featured Application: The present paper introduces a methodology based on situated psychological agents that can be fruitfully applied to design and implement educational games, as it permits to represent the flows inside the game on the educational, psychological, and pedagogical level while detailing agents' features at a psychological level.Abstract: In recent years, the ever-increasing need for valid and effective training to acquire competences in multiform contexts has led to a wide diffusion of educational games (EG). In spite of their diffusion, there is still a need to reflect on the design process that should embed the games' pedagogical potential and the instructional process in the entertainment scope. Moreover, as building EG, especially in digital environments, is an enterprise that involves specialists with different expertise, it can be useful to have a shared methodology that is easily understandable and usable by many users. In this paper, we propose to use situated psychological agents (SPA) as a methodology to design and build effective EG and show how to represent games in terms of SPA and their interactions by diagrams and describe different examples of how this approach has been applied. Appl. Sci. 2019, 9, 4887 2 of 22 and social media to obtain information. The world where education takes place is no more limited to the physical classroom but is expanded to cover potentially an unlimited world, in terms of space and time, that is totally or partially virtual. If we consider the tools that have been introduced in the educational context, it seems that, in spite of their wide diffusion, there is still a need to reflect on the methodology to design, implement, and use them in a learning scenario.In more detail, it can be a useful reflection on the methodology to design and implement educational games, as an effective methodology should permit to have a shared formal representation of the main game elements, of their connections and their interactions.In what follows, we will propose a methodology that meets this requirement, which is based on the situated psychological agents (SPA) approach, connecting it to the EG design process. Educational and Serious Games: The Design ProcessSerious games are games that educate, train, and inform, to use the title of the highly cited paper by Michael and Chen [5]. Since the first book by Abt [11], which referred to card and board games, serious games have become digital and have strongly affirmed their educational potentials [12,13]. This fact forces to critically reflect on this kind of games, as they intervene in the learning process in a way that has not been faced yet in traditional learning theory and typical game theory as well. Many remarkable theoretical frameworks have been proposed, also recently, to satisfy this need. Among these, it is useful to cite the learning mechanics-game mechanics model [14], which draws a set of pre-defined game mechanics and pedagogical elements abstracted from the literature and connects them to identify the ma...

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Multisensory Educational Materials: Five Senses to Learn

Cited by 19 publications

References 12 publications

Sociomateriality in Children with Typical and/or Atypical Development

Sociomateriality in Children with Typical and/or Atypical Development

Applied Behavior Analysis (ABA) as a Footprint for Tutoring Systems: A Model of ABA Approach Applied to Olfactory Learning

Situated Psychological Agents: A Methodology for Educational Games

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