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

Gori, Monica; Price, Sara; Newell, Fiona N; Berthouze, Nadia; Volpe, Gualtiero; (2022) Multisensory Perception and Learning: Linking Pedagogy, Psychophysics, and Human–Computer Interaction. Multisensory Research pp. 1-32. 10.1163/22134808-bja10072. (In press). Green open access

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Abstract

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.

Type: Article
Title: Multisensory Perception and Learning: Linking Pedagogy, Psychophysics, and Human–Computer Interaction
Open access status: An open access version is available from UCL Discovery
DOI: 10.1163/22134808-bja10072
Publisher version: http://dx.doi.org/10.1163/22134808-bja10072
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10148012
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