Multisensory learning in adaptive interactive systems

The main purpose of my work is to investigate multisensory perceptual learning and sensory integration in the design and development of adaptive user interfaces for educational purposes. To this aim, starting from renewed understanding from neuroscience and cognitive science on multisensory perceptual learning and sensory integration, I developed a theoretical computational model for designing multimodal learning technologies that take into account these results. Main theoretical foundations of my research are multisensory perceptual learning theories and the research on sensory processing and integration, embodied cognition theories, computational models of non-verbal and emotion communication in full-body movement, and human-computer interaction models. Finally, a computational model was applied in two case studies, based on two EU ICT-H2020 Projects, "weDRAW" and "TELMI", on which I worked during the PhD

An Investigation of the Remediation of Learning Disabilities Based on Brain-Related Tasks as Measured by the Halstead-Reitan Neuropsychological Test Battery

This study involved thirteen learning disabled (LD) and ten normal Caucasian male children between the ages of nine and twelve. All children were evaluated pre and post with the WISC-R, WRAT, Bender Gestalt, Spache Diagnostic Reading Scale, Halstead-Reitan Neuropsychological Battery, and the spectral analysis EEG. Electrophysiological recordings of the EEG were recorded via eight bipolar pairs of electrodes placed at International 10-20 System positions, F3-F7, F4-F8, C3-T3, C4T4, 0 1P3, 02, P4, T5-F7, and T6-F8. Eight of the learning disabled children received instruction based on an individualized remediation technique utilizing the deficits of the neuropsychological testing. The intervention consisted of 32 sessions. If a neuropsychological remediation procedure would have positive results one would expect to observe changes in the neuropsychological, psychoeducational, and EEG data whereby the Treatment group would diverge from the measurements of the LD Control group and converge toward those of the Normal Control group. Neuropsychological posttesting indicated that the scores for the treated LD group showed a general trend of improvement greater than for the two control groups but the differences were not statistically significant. The overall Selz and Reitan score (a general measure of neuropsychological functioning} was found to be significantly different for the treated LD group and the Normal Controls but not for the treated LD versus LD Controls. The psychoeducational testing (WRAT, Spache, Bender) suggested that the remediation technique had the effect of increasing the academic performance of the Treatment group. The Treatment group showed significant gains in reading, spelling, arithmetic, and copying geometric designs in comparison to the LD and Normal Controls. This effect would be considered independent from maturation and would suggest that intervention of this type would be beneficial to the LD population. Previous research has noted increased slow wave activity, increased beta, and alpha blocking during a task for LD children in general. Although in this study some of these were found in some locations, it appears that the small subject pool, the wide variation in subjects, and the presence of excessive EMG prevented the spectral EEG from yielding a clear diagnostic technique for rapidly screening LD students

Handbook of Easy Languages in Europe

The Handbook of Easy Languages in Europe describes what Easy Language is and how it is used in European countries. It demonstrates the great diversity of actors, instruments and outcomes related to Easy Language throughout Europe. All people, despite their limitations, have an equal right to information, inclusion, and social participation. This results in requirements for understandable language. The notion of Easy Language refers to modified forms of standard languages that aim to facilitate reading and language comprehension. This handbook describes the historical background, the principles and the practices of Easy Language in 21 European countries. Its topics include terminological definitions, legal status, stakeholders, target groups, guidelines, practical outcomes, education, research, and a reflection on future perspectives related to Easy Language in each country. Written in an academic yet interesting and understandable style, this Handbook of Easy Languages in Europe aims to find a wide audience

Enhancing Literacy in First- and Second Language Learners with Behavioral and Learning Difficulties

This dissertation is concerned with the improvement of literacy skills in primary and secondary school students with learning and behavioral difficulties—with German as a first language on the one hand and German and English as second languages on the other—displayed in two parts. This focus has been set against the background of an increasing number of students who perform with less literacy proficiency in first and second languages (L1 and L2) and the growing heterogeneity of students who face learning and behavioral difficulties that pose major challenges for teachers. Two specially designed and combined interventions, peer-tutorial Reading Racetracks (RT) and storytelling, will be presented that are characterized by great effectiveness in literacy and good usability for heterogeneous groups of students. For both parts, these interventions were evaluated in various constellations regarding their effectiveness for literacy. Group and single-case designs were used for this purpose and conducted in elementary, secondary, and special schools. Although the participants in the studies are very heterogeneous and certainly need further research, the results of all eight studies indicate that both types of interventions, RT in L1, and storytelling in L2, are highly effective in terms of literacy and thus provide an opportunity for students to improve significantly and regain enjoyment in learning. At the same time, the findings provide guidance for teachers on how to successfully design and implement interventions for L1 and L2 students with learning and behavioral difficulties across a wide range of grade levels

Handbook of Easy Languages in Europe

The Handbook of Easy Languages in Europe describes what Easy Language is and how it is used in European countries. It demonstrates the great diversity of actors, instruments and outcomes related to Easy Language throughout Europe. All people, despite their limitations, have an equal right to information, inclusion, and social participation. This results in requirements for understandable language. The notion of Easy Language refers to modified forms of standard languages that aim to facilitate reading and language comprehension. This handbook describes the historical background, the principles and the practices of Easy Language in 21 European countries. Its topics include terminological definitions, legal status, stakeholders, target groups, guidelines, practical outcomes, education, research, and a reflection on future perspectives related to Easy Language in each country. Written in an academic yet interesting and understandable style, this Handbook of Easy Languages in Europe aims to find a wide audience

Technology in Rehabilitative Interventions for Children

This Special Issue is aimed to offer an overview of studies presenting new rehabilitation approaches addressed to children with neurodevelopmental disorders, designed to enhance the effects of learning processes through the use of new technologies. The contributions of this Special Issue, authored by researchers and clinicians from some of the most valued Italian scientific institutions in the field of neurodevelopmental disorders, can offer some useful data and advice on the use of technology in rehabilitation and telerehabilitation to researchers, rehabilitators, clinicians and pratictioners (psychologists, neuropsychologists, speech therapists, etc.)

Inclusive Intelligent Learning Management System Framework - Application of Data Science in Inclusive Education

Dissertation presented as the partial requirement for obtaining a Master's degree in Data Science and Advanced Analytics, specialization in Data ScienceBeing a disabled student the author faced higher education with a handicap which as experience studying during COVID 19 confinement periods matched the findings in recent research about the importance of digital accessibility through more e-learning intensive academic experiences. Narrative and systematic literature reviews enabled providing context in World Health Organization’s International Classification of Functioning, Disability and Health, legal and standards framework and information technology and communication state-of-the art. Assessing Portuguese higher education institutions’ web sites alerted to the fact that only outlying institutions implemented near perfect, accessibility-wise, websites. Therefore a gap was identified in how accessible the Portuguese higher education websites are, the needs of all students, including those with disabilities, and even the accessibility minimum legal requirements for digital products and the services provided by public or publicly funded organizations. Having identified a problem in society and exploring the scientific base of knowledge for context and state of the art was a first stage in the Design Science Research methodology, to which followed development and validation cycles of an Inclusive Intelligent Learning Management System Framework. The framework blends various Data Science study fields contributions with accessibility guidelines compliant interface design and content upload accessibility compliance assessment. Validation was provided by a focus group whose inputs were considered for the version presented in this dissertation. Not being the purpose of the research to deliver a complete implementation of the framework and lacking consistent data to put all the modules interacting with each other, the most relevant modules were tested with open data as proof of concept. The rigor cycle of DSR started with the inclusion of the previous thesis on Atlântica University Institute Scientific Repository and is to be completed with the publication of this thesis and the already started PhD’s findings in relevant journals and conferences

Combining the Word Box Intervention and Syllabication to Support the Acquisition of Advanced Decoding Skills

Many students struggle to read multisyllable words (Burns et al., 2017). These students may benefit from additional support to move from the full-alphabetic phase to the consolidatedalphabetic phase of reading acquisition to proficiently read multisyllable words (Bhattacharya & Ehri, 2004). There is limited research on advanced phonics interventions such as syllable instruction which may benefit older struggling readers (Devault & Joseph, 2004). It was hypothesized that the merger two evidenced-based practices, graphosyllabic analysis of syllables with the word boxes intervention, would help students in the consolidated-alphabetic phase improve their multisyllable word reading by providing visual supports for segmenting longer words into syllables. At the time of this study, there was no known research on using word boxes for advanced decoding skills. Therefore, the purpose of this study was to examine the utility of extending word boxes to syllable instruction as a targeted intervention for students who struggle to fluently and accurately read multisyllable words. Five third- and fourth-grade students in a German immersion school participated in a single-subject multiple baseline across participants research study. They received 24 sessions of a syllabication intervention using word boxes and a researcher-developed curriculum of scaffolded scripted lessons. Results on a researcherdeveloped proximal measure indicated gradual and variable effects based on visual analysis and small to moderate effect sizes using baseline-corrected Tau (Tarlow, 2017). Pre- and postintervention assessments indicated mixed generalized gains with consistent improvement in word attack skills but increased risk on oral reading fluency. Some participants benefited more than others. Social validity measures indicated participants and research assistants considered the intervention to be acceptable. Given these mixed results, the intervention is not suggested for use in schools at this time. However, there is a need to further research syllabication interventions. Possible improvements to this intervention were identified through this study, which may provide opportunities for future research. Validating measures to monitor student progress in multisyllable word decoding is another potential area for future research