Towards a framework for investigating tangible environments for learning

External representations have been shown to play a key role in mediating cognition. Tangible environments offer the opportunity for novel representational formats and combinations, potentially increasing representational power for supporting learning. However, we currently know little about the specific learning benefits of tangible environments, and have no established framework within which to analyse the ways that external representations work in tangible environments to support learning. Taking external representation as the central focus, this paper proposes a framework for investigating the effect of tangible technologies on interaction and cognition. Key artefact-action-representation relationships are identified, and classified to form a structure for investigating the differential cognitive effects of these features. An example scenario from our current research is presented to illustrate how the framework can be used as a method for investigating the effectiveness of differential designs for supporting science learning

Multisensory Perception and Learning: Linking Pedagogy, Psychophysics, and Human–Computer Interaction

In this review, we discuss how specific sensory channels can mediate the learning of properties of the environment. In recent years, schools have increasingly been using multisensory technology for teaching. However, it still needs to be sufficiently grounded in neuroscientific and pedagogical evidence. Researchers have recently renewed understanding around the role of communication between sensory modalities during development. In the current review, we outline four principles that will aid technological development based on theoretical models of multisensory development and embodiment to foster in-depth, perceptual, and conceptual learning of mathematics. We also discuss how a multidisciplinary approach offers a unique contribution to development of new practical solutions for learning in school. Scientists, engineers, and pedagogical experts offer their interdisciplinary points of view on this topic. At the end of the review, we present our results, showing that one can use multiple sensory inputs and sensorimotor associations in multisensory technology to improve the discrimination of angles, but also possibly for educational purposes. Finally, we present an application, the ‘RobotAngle’ developed for primary (i.e., elementary) school children, which uses sounds and body movements to learn about angles

The Brave Little Troll - a visual rhythm game for the Deaf and hearing-impaired children

The aim of this work is to reflect and document the multiple phases of the design and development process of The Brave Little Troll, a visual rhythm game for the Deaf and hearing-impaired children. The thesis consists of both the game and the written thesis. The paper is a valuable contribution to the design community as it provides a record of the project challenges and solutions. Thus being a useful resource for other project groups facing similar challenges. The work aims to describe on general level; the project's goals, audience, methods, challenges, solutions, results and limitations. The paper also addresses the future work and application of the game as well as the author's role and involvement in the project

Aerospace Medicine and Biology: A continuing bibliography with indexes (supplement 153)

This bibliography lists 175 reports, articles, and other documents introduced into the NASA scientific and technical information system in March 1976

A Proposed Curriculum for Prenatal, Postnatal, and Early Childhood Christian Music Education

From the prenatal to postnatal/infancy stages, to early childhood and beyond, music plays an integral role in development. This research study aims to detail and describe the benefits of a prenatal, postnatal/infant, and early childhood Christian music education. Employing a mixed-methods and historical research approach, this study seeks to answer the question, in what ways, if any, could a prenatal, postnatal/infant, and early childhood Christian music education be beneficial for developing children and their mothers? By combining the benefits of an early childhood music education with Christian principles, the results of this study will have significance in not only the field of music education but in ministry settings as well. As a result of this study, a curriculum was developed to teach prospective music educators and children’s ministry personnel how to effectively use Christian music in the early childhood stages of development. While many music education programs are readily available for infants and children in the early childhood stages, these programs do not include the prenatal and immediate postnatal development stages and lack biblical principles. The proposed curriculum will teach students how to successfully implement age-appropriate music activities in all three stages of development to support developing children and their mothers through a music-based ministry. This curriculum embodies the call of the Great Commission and strives to transform lives through the power of Jesus while incorporating the immense blessing of music and education

There is More to Vision than Seeing Clearly

Vision is not simply the ability to read a certain size letter at a distance of 20 feet. Vision is a complex and adaptable information gathering and processing system which collects, groups, analyzes, accumulates, equates, and remembers information (American Optometric Association, 2005, p.1). The purpose of this project is to develop a parent/caregiver handbook that will educate parent/caregivers with children who have visual deficits and to benefit the Vision Therapy Project, which is located in Casper, Wyoming. This project is a non-profit organization dedicated to provide assistance and education to parents/caregivers with children in need of vision therapy. Information for The Vision Therapy Project Parent/Caregiver Handbook was gathered from an extensive review of literature and research. The findings from this review demonstrated a high percentage of school-aged children entering the school system do not receive a comprehensive visual screen to detect visual deficits therefore many school-aged children are being misdiagnosed or labeled with learning disorders by educators and parents/caregivers. This handbook is intended to be used by an occupational therapist to facilitate parental involvement, address areas which are impacting children\u27s learning, and to develop a better understanding of the vision therapy treatment being provided to their child. The parent/caregiver educational handbook contains information regarding the development of the visual system; visual deficits and disorders that result from a dysfunction within the visual system; how other senses work together in conjunction with vision; what is occupational therapy (OT) and vision therapy (VT) and the services provided; parents/caregivers roles with therapy in the home and office; and resources for parents/caregivers to access. The Vision Therapy Project parent handbook will allow parents/caregivers to become effective advocates, and increase the child\u27s success within their academic environment as well as independence with their occupational performance

Aerospace medicine and biology: A continuing bibliography with indexes, supplement 190, February 1979

This bibliography lists 235 reports, articles, and other documents introduced into the NASA scientific and technical information system in January 1979

Human-centred design methods : developing scenarios for robot assisted play informed by user panels and field trials

Original article can be found at: http://www.sciencedirect.com/ Copyright ElsevierThis article describes the user-centred development of play scenarios for robot assisted play, as part of the multidisciplinary IROMEC1 project that develops a novel robotic toy for children with special needs. The project investigates how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents, etc.). This article explains the developmental process of constructing relevant play scenarios for children with different special needs. Results are presented from consultation with panel of experts (therapists, teachers, parents) who advised on the play needs for the various target user groups and who helped investigate how robotic toys could be used as a play tool to assist in the children’s development. Examples from experimental investigations are provided which have informed the development of scenarios throughout the design process. We conclude by pointing out the potential benefit of this work to a variety of research projects and applications involving human–robot interactions.Peer reviewe