Museums and the Metaverse: Emerging Technologies to Promote Inclusivity and Engagement

Over the past two decades, museums have increasingly sought to build connections with the community and increase inclusivity of visitors. At the same time, emerging technologies, such as extended reality (XR) and virtual museums (VM) are increasingly adopted to engage with different generational expectations but also for the purposes of supporting inclusivity and neurodiverse populations. First such technologies were adopted to augment exhibitions in the physical museum space for edutainment. Since then, XR has expanded from room-size environments (CAVEs) and augmented exhibitions to the creation of entire virtual museums, such as The Museum of Pure Form and The Virtual Museum of Sculpture. Digital twins of museums are increasingly common, along with UNESCO World Heritage Sites. Such virtual experiences can be leveraged to prepare neurodiverse visitors prior to visiting a museum. This chapter will outline how existing approaches to social stories and sensory maps may be combined with XR experiences to support neurodiverse visitors and their families. While onsite, immersive technologies can be used both for engagement and to provide accommodations for greater inclusivity and diversity

MagicMuseum: Team-based Experiences in Interactive Smart Spaces for Cultural Heritage Education

MagicMuseum is a set of team-based, immersive, full-body activities for Cultural Heritage Education of primary school children. MagicMuseum exploits the interactive and multisensory capability of the Magic Room, an indoor smart space equipped with IoT-enriched components such as floor and wall projections, smart lighting, music and sound, motion and gesture sensors, and smart objects. The paper describes MagicMuseum and briefly reports an exploratory study involving 22 children at a local primary school

Museums and the Metaverse: Emerging Technologies to Promote Inclusivity and Engagement

Over the past two decades, museums have increasingly sought to build connections with the community and increase inclusivity of visitors. At the same time, emerging technologies, such as extended reality (XR) and virtual museums (VM) are increasingly adopted to engage with different generational expectations but also for the purposes of supporting inclusivity and neurodiverse populations. First such technologies were adopted to augment exhibitions in the physical museum space for edutainment. Since then, XR has expanded from room-size environments (CAVEs) and augmented exhibitions to the creation of entire virtual museums, such as The Museum of Pure Form and The Virtual Museum of Sculpture. Digital twins of museums are increasingly common, along with UNESCO World Heritage Sites. Such virtual experiences can be leveraged to prepare neurodiverse visitors prior to visiting a museum. This chapter will outline how existing approaches to social stories and sensory maps may be combined with XR experiences to support neurodiverse visitors and their families. While onsite, immersive technologies can be used both for engagement and to provide accommodations for greater inclusivity and diversity

BendableSound: An Elastic Multisensory Surface Using Touch-based interactions to Assist Children with Severe Autism During Music Therapy

Neurological Music Therapy uses live music to improve the sensorimotor regulation of children with severe autism. However, they often lack musical training and their impairments limit their interactions with musical instruments. In this paper, we present our co-design work that led to the BendableSound prototype: an elastic multisensory surface encouraging users to practice coordination movements when touching a fabric to play sounds. We present the results of a formative study conducted with 18 teachers showing BendableSound was perceived as “usable” and “attractive”. Then, we present a deployment study with 24 children with severe autism showing BendableSound is “easy to use” and may potentially have therapeutic benefits regarding attention and motor development. We propose a set of design insights that could guide the design of natural user interfaces, particularly elastic multisensory surfaces. We close with a discussion and directions for future work

How technology applied to music-therapy and sound-based activities addresses motor and social skills in autistic children

Autism affects how people perceive and make sense of the world around them. Autism is a spectrum condition which impacts people in different ways. Also referred to as Autism Spectrum Disorder (ASD), it is characterized by challenges in the domains of social, cognitive and motor functioning, which differ in severity. Previous research suggests that music can have cognitive, psychosocial, behavioural, and motor benefits in this population. We systematically review the use of technology in Music-therapy and related sound-based activities to improve the motor and social skills of children. In May 2020 we conducted a systematic search on Music-therapy and musical activities for autistic children in research databases including Science Direct, APA PsycNet, Cochrane, IEE and Web of Science, to collect relevant studies. We initially collected 5179 papers of which only 27 studies were identified as suitable for the scope of this review. In the paper, we analyse and describe key characteristics of each project. We then highlight the commonalities, strengths and limitations of existing work, and identify implications for future interaction design

Using mobile learning technology to assist learners with ADHD in a private remedial school

Abstract : South Africa has a Special Schools’ population of 119 403 learners who present with neurodevelopmental disorders, wherein 2.49 % of learners have been diagnosed with ADHD. Schooling for these learners can be frustrating in many respects, for both the teacher, parents and the learner. As the Foundation Phase is of great importance in developing fundamental knowledge and skills, most ADHD learners develop academic difficulties during this phase. Teachers teaching in the Foundation Phase are therefore vital to the lives and success of learners with barriers to learning and development, including ADHD learners, as this is the period where their education for the future is underpinned. The International Society for Technology in Education (ISTE) believes that mobile digital learning technology, i.e. MLT, plays a central role in ensuring all learners succeed at school stating that technology, used effectively, can help learners meet and exceed expectations. As the use of MLT, such as iPads, in schools is still in its developmental stage, continued research and empirical studies need to be conducted. The research has not been performed on teachers’ perceptions of the use of iPads in the classroom, especially in the Foundation Phase. The purpose of this study was to explore and describe Foundation Phase teachers in Remedial schools perceptions of the use of mobile learning technology to support learners presenting with Attention Deficit Hyperactivity Disorder (ADHD). The study is set within an interpretivist paradigm and utilises a qualitative case study design. Purposive sampling was used and one remedial school in Gauteng Province was selected purposively to be the focus of the study. The Foundation Phase teachers in the selected school were also purposively selected to participate in the study. This study showed that there is clear evidence that the teacher’s perceptions of MLT and its associated apps did support learners with ADHD. Important findings indicated that greater focus on establishing a learning environment for supporting learners, more focused training on how to orchestrate and manage the learning, as well as an inherent need for agency and autonomy in deciding on and using the MLT and associated applications were needed.M.Ed. (Educational Psychology

Neuroinclusive workplaces and biophilic design: Strategies for promoting occupational health and sustainability in smart cities

This study aims to investigate the impact of biophilic design on occupational health and productivity, with a particular focus on addressing the needs of diverse populations, including the neurodiverse, during the post-pandemic return to work. With an estimated 15 – 20% of the global population considered neurodiverse, it is crucial to understand and accommodate their specific needs, such as those with attention-deficit hyperactivity disorder, autism spectrum condition, and learning disabilities. These individuals face increased occupational stress, necessitating the development of targeted strategies. The renewed interest in sustainability and employee well-being has led to a resurgence of biophilic design in the workplace. Grounded in the concept that humans possess an inherent inclination to affiliate with nature, the biophilic design integrates natural elements and art into the built environment. This integration has been found to reduce activity in the amygdala, promoting stress recovery, prolonged attention, and increased productivity among employees. To effectively acclimate neurodiverse individuals in the work environment, biophilic design should be complemented using extended reality (XR) technology supported by artificial intelligence. Virtual reality, in particular, has been shown to facilitate individuals’ comfort in new workspaces, aid in self-assessments through biofeedback, and enable the adjustment of surroundings for self-regulation. Furthermore, biophilic design has the potential to promote sustainability in smart cities by integrating natural elements into the built environment. This integration helps reduce the carbon footprint of buildings and enhances energy efficiency. By creating workplaces that prioritize biophilic design principles, organizations can contribute to a more inclusive, sustainable, and productive work environment

Technology-enhanced support for children with Down Syndrome: A systematic literature review

This paper presents a systematic literature review on technology-enhanced support for children with Down Syndrome and young people who match the mental age of children considered neurotypical (NT). The main aim is threefold: to (1) explore the field of digital technologies designed to support children with Down Syndrome, (2) identify technology types, contexts of use, profiles of individuals with Down Syndrome, methodological approaches, and the effectiveness of such supports, and (3) draw out opportunities for future research in this specific area. A systematic literature review was conducted on five search engines resulting in a set of 703 articles, which were screened and filtered in a systematic way until they were narrowed to a corpus of 65 articles for further analysis. The synthesis identify several key findings: (1) there is diversity of technology supports available for children with Down Syndrome targeting individual capabilities, (2) overlapping definitions of technology makes it difficult to place technology supports in individual categories rather than subsets of a broader term, (3) the average sample size remained small for participants in the studies, making it difficult to draw solid conclusions on the effectiveness of the related interventions, (4) the distribution of papers indicates that this is an emerging area of research and is starting to build body of knowledge, and (5) there are limited studies on newer emerging technologies which requires further investigation to explore their potential

IMPROVING OCCUPATIONAL ENGAGEMENT FOR CHILDREN WITH EXECUTIVE DYSFUNCTION

A person\u27s ability to successfully perform complex tasks requires a higher level of thinking made possible through the successful use of executive functions. Executive functions develop over time, but typical development begins in early childhood. When children experience interruptions to development, executive dysfunction can inhibit their ability to reach their full occupational potential with play, academics, and social skill development. This scholarly project aims to promote executive function using an evidence-based approach to support occupational therapy practitioners and the children they serve with executive dysfunction