Multisensory Methods Research Articles

Meningkatkan Kemampuan Pengucapan Huruf Vokal Melalui Metode Multisensori Pada Siswa Tunarungu

This study discusses improving the pronuonciation of vowels through multisensory methods for hearing impairment student. The subject of this study was a hearing impairment student of class II SLB Negeri 2 Pariaman. This research uses a quantitative approach with a type of Single Subject Reseacrh with A-B-A design. Data collection is done through observations, interviews, tests, and documentation. Data gathering tools using research instruments. The data of the study results are analyzed using graphs. Based on the results of the study it was stated that the pronunciation of hearing impairment student' vowels increased after being given intervention by multisensory methods.

Memory Machines: Infrastructural Performance as an Art Method

AbstractThrough the Memory Machines performance tour conducted in a public library, the authors analyze multisensory methods including immersive performance and walking tours as probes into cultural infrastructures. Combining discussions of media theory and artistic practice, including collaboration with the 00100 Ensemble, the authors present infrastructural performance as an art method for creative infrastructural research.

Detection of the bacteria concentration level in pasteurized milk by using two different artificial multisensory methods

The purpose of this paper is to describe the use of an E-nose and E-tongue that were evaluated for the Escherichia coli detection at different concentrations and their ability to discriminate this bacterium from others, such as Klebsiella pneumoniae and Salmonella enterica in pasteurized milk.For data processing, the PCA and LDA methods were applied. Likewise, for the data classification, the SVM and k-NN methods were used. Moreover, each method was applied to the data set obtained by both sensory systems which had different data dimensionality.For detecting and classifying E. coli, S. enterica, and K. pneumoniae in pasteurized milk, it was observed that both systems obtained comparable results with 94.7% and a 92.5% success rate. Thus the devices successfully detected and classified the three bacteria tested, clearly differentiating them from the sterile milk samples. On the other hand, the E-tongue with the gold electrode achieved a 98.7% success rate in the discrimination of decreasing concentrations of E. coli, from 1 × 106 CFU/mL to 1 × 10−2 CFU/mL, in pasteurized milk.

Traiyimbat olkainbala wei ov dum tings | trying out all kinds of ways of doing things: co-creative multisensory methods in collaborative research

ABSTRACT In this paper, we invite you on a recuperative story-finding journey across the Roper Region of the Northern Territory, Australia. The stories we are tracking are scattered across Ngalakgan Country, embedded in places, actions, memories and song. Engaging with these stories in a recuperative mode requires diverse methods that help us respond to our entanglements and responsibilities as part of more-than-human worlds. As we lead you across the hills and riverbanks of Ngalakgan Country, we discuss our way of working together as an Indigenous, non-Indigenous and more-than-human collaboration, focusing on our co-creative multisensory methods for engaging with each other, with Country and with research. The stories we share highlight the transformative potential of co-creative multisensory methods to contribute to decolonizing processes and refresh the practice of geography. The strategies we use to communicate these methods include images interwoven with text, interspersed links leading to videos and soundscapes of Country, use of Roper Kriol language wherever possible and quotes spaced to reflect their spoken form.

Multi-species ethnography: methodological training in the field in South Africa

PurposeTo further develop research methodologies for multi-species ethnographic fieldwork, based on researcher's experiences with multi-species fieldwork in private wildlife conservancies in South Africa and inspired by San tracking techniques.Design/methodology/approachReflections on methodological lessons learnt during multi-species ethnographic fieldwork in South Africa. The approach is rather “Maanenesque” in telling various types of tales of the field. These tales also implicitly show how all-encompassing ethnographic fieldwork and its accompanying reflexivity are; there is never time for leisure in ethnographic fieldwork.FindingsThat developing fieldwork methodologies in multi-species ethnographic research confronts researchers with the explicit need for and training in multi-sensory methods and interpretations, inspired by “the art of tracking” of the San.Originality/valueComes up with a concrete suggestion for a sequence of research methods for multi-species ethnography based on the trials and tribulations of a multi-species ethnographer's experiences in South Africa and inspired by San tracking techniques.

Enriching social work research through architectural multisensory methods: Strategies for connecting the built environment and human experience

Scholars have called for greater emphasis on the physical environment to expand social work research, policy, and practice; however, there has been little focus on the role of the built environment. Redressing this gap in the literature, this methodological paper explicates how four multisensory research methods commonly used in architecture—sketch walks, photography, spatial visualization, and mapping—can be used in social work research to create a greater understanding of the complex, interconnected, and multidimensional nature of built environments in relationship to human experience. The methods explored in this paper provide social work researchers with a methodological conduit to explore the relationship between the built environment and vulnerable populations, understand and advocate for spatial justice, and participate knowledgeably in interdisciplinary policy realms involving the built environment and marginalized populations.

The Effect of Multisensory Methods of Early Childhood’s Fine Motor Development

The Effect of Multisensory Methods of Early Childhood’s Fine Motor Development

Meningkatkan Membaca Permulaan Melalui Metode Multisensori bagi Anak Kesulitan Belajar

This research began with the problems which found at SDN 12 Pisang, the researcher distributed the reading instruments to the 3rd grade students in SDN 12 Pisang that consists of 29 students, then 4 children have been identified. The researcher choosed 1 child which the child has the experiences in the academic difficulties aspect. Then, the researcher ensured that by conducting interviews with their parents and assessing the child, so that the result was the child has a difficulty in academic aspects, especially Indonesian language. The child has identified that is difficult to read, especially in reading a text in double consonants. This study aims to prove whether the multisensory method is effective in improving the ability of the early reading in the children learning difficulties to the 3rd grade of SDN 12 Pisang. The study used an experimental approach in a Single Subject Research (SSR) form. This research used the AB design and the data analysis techniques used graphical visual analysis. Research subjects were the children with the learning difficulties. The target behavior in this study is the children who can read fluently. The variables measurement is by using a percentage of the number of items that can be done properly and correctly. The observation was done with three sessions. First, the baseline session (a) which was carried out in 4 observations for 35 minutes per percentage per meeting which obtained ranged from 20% to 25%. Second, intervention sessions through multysensory method (b) were carried out 6 times which the percentage of meeting obtained at the time of intervention was between 33% to 85%. The tendency of direction, the tendency for the stability, the tedency of data traceability and the level changes which have increased positively. Thus, it can be concluded that the multisensory method is effective in improving reading skills of learning difficulties’ children. Therefore, the teacher can apply multisensory methods to improve reading skills of learning difficulties’ children.

Speech Recognition with Hidden Markov Model and Multisensory Methods in Learning Applications Intended to Help Dyslexic Children

Dyslexia disorders commonly occur in children. Dyslexia is a difficulty in recognizing letters and numbers. Helpful tools are needed to detect and treat dyslexic children so that early anticipation can be taken. So that later this disorder will no longer be suffered by the child when he is an adult. For this reason, information technology-based learning media was created in this study with the aim of helping therapy for children with dyslexia. This study utilizes the hidden Markov method for speech recognition and multisensory methods for learning media. In this study learning is divided into three levels, namely learning to recognize numbers, learning to recognize letters, and learning to understand words. Each level uses a pattern that is generally difficult to accept children with dyslexia disorders. During the testing process, level one and level three efficiency has reached 80%, while for level two it is still worth 60%.

Using the Tools of Informal Science Education to Connect Science and the Public.

Traditional modes of communication within the scientific community, including presentation of data at conferences and in peer-reviewed publications, use technical jargon that limits public engagement. While altering word choice is an important method for increasing public engagement, the data itself may not be enough. For example, communicating the lack of evidence that vaccines cause autism did not convince many reluctant parents to vaccinate their kids (Nyhan, Reifler, Richey, Freed, Pediatrics 133:e835–e842, 2014). To address this gap between the scientific community and the public, many journals are adopting open-access policies and publishing lay-abstracts. Meanwhile, “meet a scientist” programs are creating opportunities for scientists to engage with the public in person. However, these programs may not be as effective as they could be. Many scientists still subscribe to an information-deficit model in which “the data speaks for itself.” Alternative tools that go beyond the data are needed. Here, I present three tools to create connections between the public and science: 3-D objects, games, and storytelling. These multidimensional and multisensory methods do more than promote understanding of scientific data; they may also be used to convey science as a verb and as an essential viewpoint in the human struggle for understanding.

PENERAPAN METODE MULTI SENSORI UNTUK MENINGKATKAN KEMAMPUAN MENULIS PADA MATA PELAJARAN BAHASA INDONESIA SISWA KELAS V SD NEGERI 009 AIR EMAS

The background of this study is the lack of writing skills of students. This is due to: (a) instructional methods used by teachers always lectures, discussion and provision of duty; (b) students are not trained to write well and truly in the study; (c) the student is only assigned to write his own without the guidance of a teacher; and (d) interaction in the learning occurs only in one direction. To that end, researchers conducted research is conducted with the aim of improving students' writing skills by applying multi-sensory methods in classroom action research. This study was conducted in two cycles, data collection techniques used were observation activities of teachers and students, and a written test. Results of the study stated that through multi-sensory method of increasing students' writing ability. This is evidenced by: (a) the activities of teachers has increased in the first cycle to the second cycle. In the first cycle in the implementation of learning first meeting with a percentage of 45% after the second meeting with a percentage of 55%. Cycle II increased in all three meetings with the percentage of 70% and after the fourth meeting accomplished 75%. Besides the student activity also increased in the first cycle of the first meeting keatifan students reached 48% and in the second meeting reached 61%. In the second cycle to the 3rd meeting with the percentage of 71% and 4 meeting to reach 84%; and (b) the students' writing skills also increased in the first cycle in the implementation of learning first meeting with a percentage of 45% after the second meeting with a percentage of 55%. Cycle II increases at a meeting to 3 with a percentage of 70% and after the fourth meeting accomplished 75%.

The Impact of Participatory Learning on Attitude

Participatory learning is one way for religious education at school to deal with students’ lack of religious experience. In this paper we analyze the impact of participatory learning on the attitude of students towards church buildings. We engaged 594 third graders (about 8 years old) in German primary schools in an instructional sequence about this building. We assigned students to two groups following different instructional techniques, namely field trips to the local church and multi-sensory methods in the classroom. Both learning environments realized the concept of participatory learning. Before and after the sequence we had all students fill in a questionnaire and answer eight questions from which we infer their attitude towards church buildings. Our results indicate that participatory learning has the power to affect the students’ attitude. However, these changes are independent of the instructional technique.

‘A date with the script’: exploring the learning strategies of actors who are dyslexic

There is a growing interest in the provision of specific learning differences (such as dyslexia) within conservatoire training, due to the Equality Act (2010) and the impact on teaching and practice. It could be argued that effective provision and inclusive practice should be grounded in research into the lived experience of those actors with specific learning differences. This article draws on accounts of the actors who took part in my research, and their experience of dyslexia, focusing on their learning process in the context of reading scripts and line-learning. The paper begins by outlining the link between dyslexia and memory and providing a working definition of dyslexia. The main body provides examples of the actors’ use of visualisation, multi-sensory methods and a holistic approach to meaning-making, in order to improve text comprehension and increase memory retention. The conclusion draws out some of the implications for training and rehearsal contexts and suggests avenues for further research.

A Review of the Articles about TouchMath

According to literature, traditional instruction methods remained insufficient in teaching the mathematics skills to the students with special needs. Therefore multi sensory teaching methods must be used in teaching mathematics skills to the students with special needs. TouchMath is a one of the multisensory teaching techniques which is used to teach the mathematics skills especially number sense and four operations skills. The aim of this study is to analyse the studies using TouchMath. In this study the international databases were scanned and 27 articles were found from the databases. The articles were analysized according to their research models, participants, dependence variables and weather using reliability, social validity, generalization, and maintenence datas. Finally the findings obtained from the articles were discussed and reported.

인스톨레이션 공간에서 나타나는 하이퍼매개적 특성

In relation to spatial expression, the remediation theory of Jay David Bolter & Richard Grusin shows a sufficient possibility of providing extended idea and experience through the space of critical representation. The remediation theory discussed in the scope of new media says about the existence method and the development process of media through immersion into media and awakening, and one attribute of remediation which aims at the extension of another realistic experience and recognition through various media, contains common denominators which display diversity and complexity of installation space, and use the audience as expression elements. Therefore, this study aims to apply the remediation theory in order to interpret space using more diverse and multisensory expression methods. For achieving this purpose, this study found the connection among characteristics of hypermediacy which is an axis of installation and remediation theory, and analyzed diverse cases regarding installation space and characteristics of hypermediacy, depending on external aspects of form and expression and internal aspects of experience and cognition. The method of hypermediation expression in installation space converts the recognition about the basic custom of new experience, space and representation. This means that the logic of remediation could approach space by leading to more extended form and recognition. In conclusion, the characteristics of space and the possibility of extended expression revealed in the relationship between installation space and hypermediacy logic would provide another developmental significance for research on space design.

Multi-Sensory Informatics Education

A recent report by the joint Informatics Europe & ACM Europe Working Group on Informatics Education emphasizes that: (1) computational thinking is an important ability that all people should possess; (2) informatics-based concepts, abilities and skills are teachable, and must be included in the primary and particularly in the secondary school curriculum. Accordingly, the "2013 Best Practices in Education Award" (organized by Informatics Europe) was devoted to initiatives promoting Informatics Education in Primary and Secondary Schools. In this paper we present one of the winning projects: "Multi-Sensory Informatics Education". We have developed effective multi-sensory methods and software-tools to improve the teaching-learning process of elementary, sorting and recursive algorithms. The technologically and artistically enhanced learning environment we present has also the potential to promote intercultural computer science education and the algorithmic thinking of both science- and humanities-oriented learners.

Successful minority pedagogy in mathematics: US and Japanese case studies

This study examines best practices in teaching mathematics to minority students through two case studies conducted at high-minority junior high schools in the USA and Japan. Observations, interviews, and conversations with the teachers in both countries focused on the research question: how do teachers successfully teach mathematics to minority students? Moses’ Five-step Approach was used as a framework for understanding mathematics teaching. Findings from these case studies reveal that despite many differences in their educational systems, distinct similarities existed between US and Japanese pedagogy when teaching minority populations including: (1) building upon students’ prior experiences by using multisensory methods before teaching abstract concepts and rules; (2) using familiar, everyday words before introducing academic language; (3) integrating literacy throughout instruction; (4) guiding students to become critical thinkers through an inquiry process; and finally (5) developing trusting relationships with students and peers within a caring community.

Efficacy in Accent Modification Services: Quantitative and Qualitative Outcomes for Korean Speakers of American English

Instructors of accent modification programs find few long range efficacy studies that they can use to critically examine the effectiveness of their training programs. Fewer still limit the language background variables of the study participants that might yield interesting information about specific instructional strategies and targets. This long term study examines outcomes data from 167 Korean men and women who participated in the MU (University of Missouri) Accent Modification and Pronunciation Program (AMP) from 2006-present. Quantitative data will include pre- and post- measures using the Sentence Intelligibility Test (Yorkston, Beukelman, & Tice, 1996), the POEC Screen Online (Sikorski, 2009), and qualitative data will include information obtained through surveys of individuals who have completed the MU AMP program. The authors discuss multisensory methods used in this program to effect positive change in adult English as a Second Language (ESL) oral skills.

‘Sandplay, Clay and Sticks’: Multi-Sensory Research Methods to Explore the Long-Term Mental Health Effects of Childhood Play Experience

In this contribution we discuss the advantages of using multi-sensory methodologies in our study into the long-term mental health effects of different kinds of childhood play space. Working with a small group of young people aged 16–21 years old; we used a multi-method approach including practical workshops where the young people took part in a day of woodland activities and artwork sessions. We argue that use of such practical methodologies is particularly appropriate in research with teenagers and young adults, helping to overcome their self-consciousness and supporting their need to explore and articulate memories, feelings and ideas.

The effect of multi-sensory ministry on the affect and engagement of women with dementia

Individuals with dementia find it difficult to cognitively follow oral presentations of intangible concepts that are part of most traditional worship experiences. Although anecdotal reports of non-cognitive methods of ministry are found in the literature, alternative forms of worship for people who have dementia have seldom been systematically studied. This research compared the effects of two multi-sensory methods of ministry with a traditional ministry method on the affect and engagement of women with dementia. Twenty-four participants were each presented three forms of worship. Trained observers recorded the number of seconds of observable pleasure (affect) and alertness (engagement) during 10-minute presentations. There was a difference at the .05 confidence level between the traditional ministry visit and the two multi-sensory methods of ministry on measures of pleasure and alertness. No effect for either presentation order or observer was found. Multi-sensory tools had a positive influence on the observable experience of participants in this study.