Search Results (62)

This paper presents the design and evaluation of a multisensory tangible game device aimed at promoting pre-Braille literacy in children with varying visual abilities, including those who are blind, partially sighted, and sighted. The prototype integrates tactile, auditory, and visual elements to provide an inclusive and engaging learning experience. The device combines educational content with game-based learning, allowing users to interact with Braille characters through touch while receiving auditory feedback and visual cues. A focus group evaluation was conducted to assess the prototype’s effectiveness, engagement, and educational value. Results indicated that the device successfully captured users’ attention, with 83% recognizing its potential as a valuable educational tool for teaching pre-Braille literacy, 92% of participants reporting high engagement, and 75% of participants agreeing with the serious game approach. Feedback also highlighted areas for improvement, including the need for clearer tactile differentiation and more adaptive learning features. This study demonstrates the potential of combining multisensory feedback and serious gaming to enhance literacy education in children with visual impairments and provides insights into the further development of inclusive educational technologies. Full article

Children’s physical and mental wellbeing is declining, partly due to reduced independent mobility and lack of engaging public environments. This study explores a co-design approach in which children actively participated in a series of design workshops focused on improving school routes through sensory engagement and imagination. Using sensory walks, students mapped positive and negative experiences in their everyday surroundings. Through hands-on creative exercises and the integration of AI and VR tools, they developed design proposals envisioning safer, more enjoyable, and inclusive mobility environments. The findings reveal that while children are highly capable of generating creative and context-sensitive ideas, they are less accustomed to reflecting on sensory input beyond vision. The results underscore the importance of designing urban spaces that prioritize safety, playfulness, and multisensory richness, with particular emphasis on nature and emotional connection. Full article

Immersive technologies such as augmented reality (AR) and virtual reality (VR) have emerged as powerful tools in cultural heritage education and preservation. Building on prior work that demonstrated the effectiveness of gamified XR applications in engaging users with heritage content and drawing on existing studies in neuroscience and cognitive psychology, this study explores how immersive experiences support multisensory integration, emotional engagement, and spatial presence—all of which contribute to the deeper encoding and recall of heritage narratives. Through a theoretical lens supported by the empirical literature, we argue that the interactive and embodied nature of AR/VR aligns with principles of cognitive load theory, dual coding theory, and affective neuroscience, supporting enhanced learning and memory consolidation. This paper aims to bridge the gap between technological innovation and cognitive understanding in cultural heritage dissemination, identifying concrete design principles for memory-driven digital heritage experiences. While promising, these approaches also raise important ethical considerations, including accessibility, cultural representation, and inclusivity—factors essential for equitable digital heritage dissemination. Full article

Accessible tools for post-stroke motor rehabilitation are critically needed to promote recovery beyond clinical settings. This pilot study evaluated the impact of a posture correction intervention using the Postural SmartVest, a wearable device that delivers multisensory feedback via a smartphone app. Forty individuals with post-stroke hemiparesis participated in a single supervised session, during which each patient completed the same four-phase functional protocol: multidirectional walking, free walking toward a refrigerator, an upper-limb reaching and object-handling task, and walking back to the starting point. Under the supervision of their therapists, each patient performed the full protocol twice—first without feedback and then with feedback—which allowed within-subject comparisons across multiple metrics, including upright posture duration, number and frequency of posture-related events, and temporal distribution. Additional analyses explored associations with demographic and clinical variables and identified predictors through regression models. Wilcoxon signed-rank and Mann–Whitney U tests showed significant improvements with feedback, including an increase in upright posture time ($p<0.001$), an increase in the frequency of upright posture events ($p<0.001$), and a decrease in the total task time ($p=0.038$). No significant subgroup differences were found for age, sex, lateralization, or stroke chronicity. Regression models did not identify significant predictors of improvement. Full article

Rendering surface materials to provide realistic tactile sensations is a key focus in haptic interaction research. However, generating texture maps and designing corresponding haptic feedback often requires expert knowledge and significant effort. To simplify the workflow, we developed a micro-collision-based tactile texture dataset for several common materials and fine-tuned the VAE model of Stable Diffusion. Our approach allows designers to generate matching visual and haptic textures from natural language prompts and enables users to receive real-time, realistic haptic feedback when interacting with virtual surfaces. We evaluated our method through a haptic design task. Professional and non-haptic designers each created one haptic design using traditional tools and another using our approach. Participants then evaluated the four resulting designs. The results showed that our method produced haptic feedback comparable to that of professionals, though slightly lower in overall and consistency scores. Importantly, professional designers using our method required less time and fewer expert resources. Non-haptic designers also achieved better outcomes with our tool. Our generative method optimizes the haptic design workflow, lowering the expertise threshold and increasing efficiency. It has the potential to support broader adoption of haptic design in interactive media and enhance multisensory experiences. Full article

Recent advancements in urban vitality space design reflect increasing academic attention to emotional experience dimensions, paralleled by the emergence of AI-based generative technology as a transformative tool for systematically exploring the emotional attachment potential in preliminary designs. To effectively utilize AI-generative design results for spatial vitality creation and evaluation, exploring whether generated spaces respond to people’s emotional demands is necessary. This study establishes a comparative framework analyzing emotional attachment characteristics between LoRA-generated spatial designs and the real urban vitality space, using the representative case of THE BOX in Chaoyang, Beijing. Empirical data were collected through structured on-site surveys with 115 validated participants, enabling a comprehensive emotional attachment evaluation. SPSS 26.0 was employed for multi-dimensional analyses, encompassing aggregate attachment intensity, dimensional differentiation, and correlation mapping. Key findings reveal that while both generative and original spatial representations elicit measurable positive responses, AI-generated designs demonstrate a limited capacity to replicate the authentic three-dimensional experiential qualities inherent to physical environments, particularly regarding structural articulation and material tactility. Furthermore, significant deficiencies persist in the generative design’s cultural semiotic expression and visual-interactive spatial legibility, resulting in diminished user satisfaction. The analysis reveals that LoRA-generated spatial solutions require strategic enhancements in dynamic visual hierarchy, interactive integration, chromatic optimization, and material fidelity to bridge this experiential gap. These insights suggest viable pathways for integrating generative AI methodologies with conventional urban design practices, potentially enabling more sophisticated hybrid approaches that synergize digital innovation with built environment realities to cultivate enriched multisensory spatial experiences. Full article

The present study explores the affordances of virtual reality (VR) technologies to enhance digital and media literacy skills within an interdisciplinary and inclusive K-12 English as a Foreign Language (EFL) learning context. Addressing gaps in research on the design and impact of VR experiences in secondary education, the study investigates VR affordances not only as a learning tool, but also as a medium for knowledge co-creation through learning by doing, with students acting as the agents within digital social contexts. The study was conducted for two years, with 59 participants aged 13–14 years old, following a structured five-phase intervention model with the intent to comply with DigComp 2.2 guidelines for digital citizenship and the Universal Design for Learning (UDL) for inclusive educational practices. The phases involved (a) training on the technological level to leverage digital tools; (b) media and information literacy (MIL) instruction in VR; (c) collaborative VR artifact creation; (d) peer evaluation; and (e) dissemination with peers from other sociocultural contexts for an iterative process of continuous content improvement and social discourse. Mixed methods data collection included pre/post-course surveys, pre/post-tests, observation journals, and student-generated VR artifact evaluations. The findings indicate consistent learning gains across both years, with an average pre–post gain of 18 points (Cohen’s d = −2.25; t = −17.3, p < 0.001). The VR-supported intervention fostered complex skillset building within a VR-supported dynamic learning environment that caters to diverse needs. Students’ reflections informed a framework for designing inclusive media literacy in VR, structured around three main pillars: Narrative Structure, Strategic Design, and Representation Awareness. These themes encapsulate the practical, cognitive, and ethical dimensions of VR design. Sub-themes with examples contribute to understanding the key design elements of VR in promoting participatory engagement, digital and media literacy, critical discourse, and inclusive education. The sub-themes per pillar are signaling and multisensory cues, storyline, and artful thinking; schema formation, multimedia encoding, and optimal cognitive load; and bias-free, respect for emotional impact, and language and symbols. Complementary quantitative findings confirmed the themes of the proposed framework, revealing a positive correlation between the perceived ease of use (PEoU) with digital skills development and a negative correlation between perceived usefulness (PU) and cognitive load. The study concludes with recommendations for pedagogy, curriculum design, and future research to empower learners in shaping sustainable digital futures. Full article

Extended-reality (XR) tools are increasingly used to revitalise museum experiences, but typical head-mounted or smartphone solutions tend to fragment audiences and suppress the social dialogue that makes cultural heritage memorable. This article addresses that gap on two fronts. First, it proposes a four-phase design methodology—spanning artifact selection, narrative framing, tangible-interface fabrication, spatial installation, software integration, validation, and deployment—that helps curators, designers, and technologists to co-create XR exhibitions in which co-presence, embodied action, and multisensory cues are treated as primary design goals rather than afterthoughts. Second, the paper reports LanternXR, a proof-of-concept built with the methodology: visitors share a 3D-printed replica of the fourteenth-century Virgin of Boixadors while wielding a tracked “camera” and a candle-like lantern that lets them illuminate, photograph, and annotate the sculpture inside a life-sized Gothic nave rendered on large 4K displays with spatial audio and responsive lighting. To validate the approach, the article presents an analytical synthesis of feedback from curators, museologists, and XR technologists, underscoring the system’s capacity to foster collaboration, deepen engagement, and broaden accessibility. The findings show how XR can move museum audiences from isolated immersion to collective, multisensory exploration. Full article

Sustainable and technology-enhanced learning (TEL) plays a crucial role in supporting learners with dyslexia by providing accessible, personalized, and inclusive educational experiences. The case study discusses learning challenges of students with dyslexia due to both pedagogical and technological factors. Traditional teaching methods that rely heavily on text-based instruction can make it difficult for them to process and retain information. Many digital tools and learning platforms are not designed with accessibility features like text-to-speech or dyslexia-friendly fonts, making it harder for dyslexic students to engage with content. A lack of individualized instructional approaches, such as multisensory learning or adaptive learning technologies, can hinder their progress. Additionally, inadequate teacher training on dyslexia-friendly strategies can result in ineffective support in the classroom. The aim of this paper is to identify the most appropriate pedagogical and technological aspects and their applicability to the development of tools for dyslexic learners and to elucidate the most effective way of learning according to needs. This paper presents a case study on the learning object design to overcome dyslexia barriers and improve the quality of students’ learning. Full article

This paper explores the application of a specialized end-to-end framework, crafted to study historical soundscapes, with a specific focus on 18th-century Naples. The framework combines historical research, natural language processing, architectural acoustics, and virtual acoustic modelling to achieve historically accurate and physically based soundscape reconstructions. Central to this study is the development of a Historically Informed Soundscape (HIS) map, which concentrates on the urban spaces of Largo di Palazzo and Via Toledo in Naples. Using virtual and audio-augmented reality, the HIS map provides 3D spatialized audio, offering an immersive experience of the acoustic environment of 18th-century Naples. This interdisciplinary approach not only contributes to the field of sound studies but also represents a significant methodological innovation in the analysis and interpretation of historical urban soundscapes. By incorporating historical maps as interactive graphical user interfaces, the project fosters a dynamic, multisensory engagement with the past, offering a valuable tool for scholars, educators, and the public to explore and understand historical sensory environments. Full article

Background: Early Hearing Detection and Intervention (EHDI) programmes must partner effectively with families navigating complex circumstances. Adolescent parents (APs) in Teen Parent Units (TPUs) represent a dynamic group demonstrating resilience as they balance childcare, education, and their own developmental journeys. This study explores their understanding of infant hearing, sources of knowledge, and the development of an effective teaching tool. Methods: A qualitative study was conducted with AP learners at a TPU in Aotearoa, New Zealand. Following a period of relationship-building, three focus groups were held. Data were analysed using content analysis and reflexive thematic analysis. Results: AP learners demonstrated a strong awareness of multisensory interactions. Major sources of knowledge included their relational interactions with people they trusted (midwives and family members), rather than social media. Four key themes emerged in the teaching tool’s development: (1) the effectiveness of multimodal teaching tools, (2) the benefits of peer-supported group learning, (3) the impact of high strain, and (4) the importance of Te Ao Māori (a Māori worldview). Conclusions: This study highlights the importance of culturally grounded health interventions for families navigating complex life circumstances. Group-based learning fostered peer support, hands-on multimodal teaching was effective, and culturally relevant materials and pedagogies enhanced engagement. EHDI programs may more effectively support infants from families navigating complex circumstances by collaborating with trusted support people, integrating with wraparound care networks, utilising safe and familiar settings, and delivering interventions in an engaging and culturally appropriate manner. Full article

Urban public space faces increasing challenges due to the accelerating impacts of climate change, necessitating a paradigm shift in how cities adapt their built environments. This paper presents a case study on integrating Nature-based Solutions(NbSs) with urban infrastructure, focusing on the design and development of Urban Oasis, a modular and multi-sensory urban furniture system. Urban Oasis functions as a climate adaptation tool, incorporating rain gardens to manage stormwater, mitigate urban heat island effects, and enhance biodiversity while integrating smart features such as climate sensors, irrigation systems, lighting, speakers, and electric vehicle chargers. Through a practice-based design methodology, the study explores how transdisciplinary collaboration can inform the development of adaptive, resilient, and equitable urban interventions. The findings demonstrate the potential of NbS-integrated urban infrastructure to address the complexities of climate adaptation while enhancing social, ecological, and technological resilience. The results, validated through an integrated design checklist, contribute to ongoing discussions on urban design frameworks, emphasizing a multi-layered and systemic approach that intertwines architecture, social innovation, multi-species design, and sensory engagement to reimagine public space for future climate resilience. Full article

Touch, particularly affective touch mediated by C-tactile fibers, plays a key role in emotional regulation and therapeutic interventions. However, tactile stimulation is underutilized in sensory stimulation (SS) protocols for brain injury patients, despite its potential to enhance consciousness and promote recovery through neural and autonomic regulation. Tools like the Neurowave enable advanced multisensory stimulation, including audio-visual and emotional inputs, but lack tactile components. Integrating gentle touch stimulation with such systems could further enhance neuroplasticity, improve heart rate regulation, and support recovery in patients with disorders of consciousness. In this study, twenty patients affected by minimally conscious state (MCS) were divided into two groups: an experimental group (EG n.10) and a control group (CG n.10). Both groups underwent standard neurorehabilitation, including conventional physiotherapy and speech therapy. The key difference was in the type of sensory stimulation. The EG received advanced sensory stimulation with the Neurowave system (which provides audio-visual and emotional sensory stimulation) in addition to gentle touch stimulation. The CG received conventional sensory stimulation without the Neurowave and neutral gentle touch stimulation. Each patient was evaluated by a multidisciplinary rehabilitation team, using clinical scales such as coma recovery scale—revised (CSR-R), level of cognitive functioning (LCF), before (T0) and after (T1) treatment. Additionally, heart rate (HR) and neurophysiological outcomes (P300) were also recorded for both groups (EG and CG). The MANOVA model revealed a significant interaction effect between group and phase on P300 latency (F (1, 18) = 10.23, p < 0.001, η² = 0.09), indicating that the intervention involving gentle touch stimulation significantly influenced the P300 latency in the EG. The findings of this study contribute to our understanding of the therapeutic potential of emotional multisensory stimulation, which also includes gentle touch stimulation, in MCS rehabilitation. By demonstrating significant effects on both neurophysiological and functional measures, our results support the integration of tactile interventions into comprehensive neurorehabilitation programs. Full article

Peri-personal space (PPS) refers to the area immediately surrounding our body where interactions with objects and others occur. Immersive virtual reality (IVR) offers a controlled and adaptable environment, enabling the precise modulation of PPS boundaries. This provides significant benefits across various fields, including enhancing spatial awareness, advancing therapeutic interventions, and improving ergonomic designs. This systematic review aims to synthesize and evaluate the existing literature on this topic through various methodologies. To achieve this, three databases, PubMed, Scopus, and Web of Science, were searched following the PRISMA framework. Twenty studies met the eligibility criteria, were assessed for quality, and were included in the review. Across all studies, IVR was utilized to provide multisensory interactions and implement methods were used to manipulate PPS boundaries. The review categorizes PPS extension methods into three main domains: tool-use extension, extension related to tool use, social interaction extension, and embodiment-related extension. The findings confirm IVR’s potential to expand PPS boundaries and offer recommendations for leveraging this technology in future research. This work highlights the importance of IVR in advancing our understanding of PPS and its practical applications across diverse contexts. Full article

The emergence of Artificial Intelligence (AI) and Virtual Reality (VR) technologies offers transformative potential for the advancement of inclusive education, particularly for students with disabilities. This systematic review critically evaluates the current state of research to assess the impact of AI and VR on enhancing educational accessibility, personalisation and social inclusion in education. AI-driven adaptive systems can dynamically tailor learning experiences to individual needs, while VR offers immersive, multi-sensory environments that promote experiential learning. Despite these advances, the review also identifies significant challenges, including the high cost of implementation, technical barriers and limited teacher readiness, which hinder widespread adoption. Ethical concerns such as privacy and algorithmic bias are cited as key areas that need careful consideration. The findings underscore the urgent need for further empirical research to explore the long-term impact of these technologies and advocate for more equitable access to AI and VR tools in underserved educational settings. Ultimately, the review highlights the importance of integrating AI and VR as part of a broader strategy to foster genuinely inclusive learning environments that align with the goals of the Convention on the Rights of Persons with Disabilities (CRPD). Full article