Multisensory Tool Research Articles

Challenges and Instructional Adaptations of Mountain Province State Polytechnic College Pre-service Teachers to Students with Sensory Difficulties

Inclusive education aims to provide quality education in a flexible environment for students with special needs. Pre-service teachers must possess pedagogical knowledge, adaptability, resourcefulness, and effective teaching skills to support students' holistic development. This study explores the experiences of pre-service teachers of school year 2022-2023 of Mountain Province State Polytechnic College from various majors, focusing on inclusive practices for students with sensory difficulties. Findings reveal challenges in training, preparation for differentiated instruction, and collaboration with Special Education (SpEd) teachers. Despite challenges, participants employed instructional adaptations such as differentiated instruction, learner-friendly classrooms, technology integration, and multi-sensory tools. The study underscores the need for more training programs and partnerships with SpEd specialists.

Multi-Sensory Tool Holder for Process Force Monitoring and Chatter Detection in Milling.

Sensor-based monitoring of process and tool condition in milling is a key technology for improving productivity and workpiece quality, as well as enabling automation of machine tools. However, industrial implementation of such monitoring systems remains a difficult task, since they require high sensitivity and minimal impact on CNC machines and cutting conditions. This paper presents a novel multi-sensory tool holder for measurement of process forces and vibrations in direct proximity to the cutting tool. In particular, the sensor system has an integrated temperature sensor, a triaxial accelerometer and strain gauges for measurement of axial force and bending moment. It is equipped with a self-sufficient electric generator and wireless data transmission, allowing for a tool holder design without interfering contours. Milling and drilling experiments with varying cutting parameters are conducted. The measurement data are analyzed, pre-processed and verified with reference signals. Furthermore, the suitability of all integrated sensors for detection of dynamic instabilities (chatter) is investigated, showing that bending moment and tangential acceleration signals are the most sensitive regarding this monitoring task.

Dramatherapy-informed facilitation in opera outreach for adults with learning disabilities

Although opera outreach has gathered momentum over the last few years, opera is still often overlooked as a potent multisensory tool in dramatherapy, perhaps due to its association predominantly with music and music therapy. Using drama-related case studies, this article wants to breathe new life into the discourse of opera therapy initiated by music therapist Emma O’Brien in 2006. It further ties in with a discourse around dramatherapy work for adults with learning disabilities. The article traces how inclusive engagement techniques inspired by Francisco Cilea’s opera L’Arlesiana can be rendered useful within a dramatherapeutic context. The project was facilitated as part of Opera Holland Park’s accessibility programme in 2019. By sharpening consciousness for the distinct contributions to opera therapy from individual disciplines other than music therapy, the article hopes to put opera back on the map as a medium also for other creative therapies to explore.

Does multisensory stimulation with virtual reality (VR) and smell improve learning? An educational experience in recall and creativity.

The purpose of this paper is to derive into practical recommendations from multisensory stimulation with virtual reality (VR) and scent to help educators develop effective teaching strategies geared toward aspects of the learning experience, recall, and creativity in a stereotypical learning context. The paper is based on a randomized experiment in which student participants were subdivided into three treatment groups and one control group. Each group was stimulated by a different combination of visual, auditory, and olfactory stimuli (2D SMELL, VR, and VR SMELL) and the outcomes were compared against those of the control group (2D). Consistent with the Cognitive Theory of Multimedia Learning, hypotheses were constructed to study the effect of different combinations of stimuli on the learning experience and learning outcomes related to recall and creativity in a stereotypical learning context. Traditional video content alone and bundled with a coherent olfactory stimulus prompted higher self-reported ratings of perceived quality of the sensory experience. Olfactory stimulus in combination with either VR or a traditional video prompted higher self-reported ratings on perceived immersion. In a stereotypical learning context, the highest recall scores were achieved with traditional video alone. Both VR alone and bundled with an olfactory stimulus resulted in enhanced creativity. The findings of this study should be interpreted in the context of adopting multisensory stimulations combined with VR technology as part of stereotypical learning contexts. Most professional educators do not have robust knowledge or experience in using build-on-purpose multisensory stimuli but are increasingly engaged in using multisensory tools such as VR, as part of their teaching practice. In relation to recall, the results are consistent with the hypothesis that in a stereotypical learning context, a multisensory experience involving VR and olfactory stimuli can be related to an undesired cognitive load for learners. There exists a possibility that the low-technical version of the VR goggles used, as well as the contents of the instructional video may have influenced the learning outcomes in terms of recall. Hence, future research should consider such aspects and focus on richer learning contexts. This work offers practical recommendations for instructional design strategies aiming to create multisensory stimulations with VR and olfactory components to foster a richer learning experience and enhanced learning outcomes, under the assumptions of a stereotypical learning context.

Energy self-sufficient, multi-sensory tool holder for sensitive monitoring of milling processes

Machining processes, especially milling, place several requirements on monitoring systems. Two prevalent ones are minimal implications towards the machine tool system and direct proximity to the machining zone to acquire high signal quality. Thereby, sensitive detection of even minor process alterations is enabled. This paper presents a suitable monitoring approach based on a sensory tool holder. An innovative wireless energy harvesting technology using spindle rotation is implemented. Obtained signal data for exemplary milling processes as well as corresponding signal analysis strategies are presented.

Introducing CatchU<sup>TM</sup>: A Novel Multisensory Tool for Assessing Patients’ Risk of Falling

To date, only a few studies have investigated the clinical translational value of multisensory integration. Our previous research has linked the magnitude of visual-somatosensory integration (measured behaviorally using simple reaction time tasks) to important cognitive (attention) and motor (balance, gait, and falls) outcomes in healthy older adults. While multisensory integration effects have been measured across a wide array of populations using various sensory combinations and different neuroscience research approaches, multisensory integration tests have not been systematically implemented in clinical settings. We recently developed a step-by-step protocol for administering and calculating multisensory integration effects to facilitate innovative and novel translational research across diverse clinical populations and age-ranges. In recognizing that patients with severe medical conditions and/or mobility limitations often experience difficulty traveling to research facilities or joining time-demanding research protocols, we deemed it necessary for patients to be able to benefit from multisensory testing. Using an established protocol and methodology, we developed a multisensory falls-screening tool called CatchU ™ (an iPhone app) to quantify multisensory integration performance in clinical practice that is currently undergoing validation studies. Our goal is to facilitate the identification of patients who are at increased risk of falls and promote physician-initiated falls counseling during clinical visits (e.g., annual wellness, sick, or follow-up visits). This will thereby raise falls-awareness and foster physician efforts to alleviate disability, promote independence, and increase quality of life for our older adults. This conceptual overview highlights the potential of multisensory integration in predicting clinical outcomes from a research perspective, while also showcasing the practical application of a multisensory screening tool in routine clinical practice.

Individual Differences in Learning and Remembering

Humans or individuals are creatures that can be seen from a variety of viewpoints. An individual is a noun from an individual which means a person, individuals, and individuals. Individual differences, in general, are things that are relating to personal psychology that explains the psychological differences between people and their equals. Sources of individual differences are caused by innate factors and environmental factors. There are several different fields of difference individuals namely cognitive differences, differences in language skills, differences in motor skills, differences in background, differences in talent, differences in readiness defense, gender differences, personality differences, and learning style differences. Individual differences can be applied in several ways, namely using 12 educational services in accordance with the potential intelligence and special talents that are owned by students. Using an eclectic and flexible approach to advocacy, using a combination of cooperative learning, using multi-sensory tools to practice and obtain information.

Actitudes del profesorado sobre la innovación con herramientas TIC multisensoriales en entornos inclusivos

There is evidence that the use of digital games based on multisensory tools provides benefits in different dimensions of learning for students with special educational needs. However, the use of these tools in early childhood and primary education classrooms to promote the inclusion of such students has not been treated in depth. The aim of this paper is to analyze how the participation of a group of teachers in a professional development program focused on the integration in the classroom of games based on multisensory technologies contributed to the evolution of their attitudes about the adoption of these technologies in school contexts from an inclusive perspective. In this research, a mixed method with a sequential explanatory strategy has been used. The techniques and instruments used, interviews and questionnaires, have allowed us to collect data on the evolution of the concerns that arose after the training received in the framework of the European project INTELed. The results show that the teachers highly valued the collaborations that emerged during the project, and that they experienced an evolution towards higher levels of concern regarding sustainability and transfer in this type of innovations in the classroom.

Automated classification of acoustic startle reflex waveforms in young CBA/CaJ mice using machine learning

BackgroundThe acoustic startle response (ASR) is a simple reflex that results in a whole body motor response after animals hear a brief loud sound and is used as a multisensory tool across many disciplines. Unfortunately, a method of how to record, process, and analyze ASRs has yet to be standardized, leading to high variability in the collection, analysis, and interpretation of ASRs within and between laboratories. New methodASR waveforms collected from young adult CBA/CaJ mice were normalized with features extracted from the waveform, the resulting power spectral density estimates, and the continuous wavelet transforms. The features were then partitioned into training and test/validation sets. Machine learning methods from different families of algorithms were used to combine startle-related features into robust predictive models to predict whether an ASR waveform is a startle or non-startle. ResultsAn ensemble of several machine learning models resulted in an extremely robust model to predict whether an ASR waveform is a startle or non-startle with a mean ROC of 0.9779, training accuracy of 0.9993, and testing accuracy of 0.9301. Comparison with existing methodsASR waveforms analyzed using the threshold and RMS techniques resulted in over 80% of accepted startles actually being non-startles when manually classified versus 2.2% for the machine learning method, resulting in statistically significant differences in ASR metrics (such as startle amplitude and pre-pulse inhibition) between classification methods. ConclusionsThe machine learning approach presented in this paper can be adapted to nearly any ASR paradigm to accurately process, sort, and classify startle responses.

Withstanding the test of time: Multisensory cues improve the delayed retention of incidental learning.

Multisensory tools are commonly employed within educational settings (e.g. Carter & Stephenson, ), and there is a growing body of literature advocating the benefits of presenting children with multisensory information over unisensory cues for learning (Baker & Jordan, ; Jordan & Baker, ). This is even the case when the informative cues are only arbitrarily related (Broadbent, White, Mareschal, & Kirkham, ). However, the delayed retention of learning following exposure to multisensory compared to unisensory cues has not been evaluated, and has important implications for the utility of multisensory educational tools. This study examined the retention of incidental categorical learning in 5-, 7- and 9-year-olds (N = 181) using either unisensory or multisensory cues. Results found significantly greater retention of learning following multisensory cue exposure than with unisensory information when category knowledge was tested following a 24-hour period of delay. No age-related changes were found, suggesting that multisensory information can facilitate the retention of learning across this age range.

Hands-On, Shoes-Off: Multisensory Tools Enhance Family Engagement Within an Art Museum

Families with young children typically struggle to engage with traditional art museum environments. This research examined the impact of multisensory tools on family engagement within Mathaf: Arab Museum of Modern Art, Qatar. Sixty families with at least one child aged 0–11 were observed during two tasks. One task required participants to look at a series of paintings to select their favorite. In another task, families were given a toolkit of multisensory items to facilitate interaction with a painting. A semi-structured observational method produced quantitative and qualitative data about participant engagement and intergenerational interaction. Self-rating scores of task enjoyment were also collected. Results indicate that multisensory tools enhance family engagement with museums, artworks, and each other. Results also suggest that word-based interpretation was not necessary. We consider the potential implications of these findings in relation to family programming within art museums and museums more generally.

IEEE Access Special Section Editorial: Advances of Multisensory Services and Technologies for Healthcare in Smart Cities

Multisensory services and technologies play an important role in providing and managing health care services to anyone, anywhere and anytime, seamlessly aiming to build a smart city environment and to improve the quality of life for its citizens. These services and technologies facilitate physicians and other health care professionals to have immediate access to health information for efficient decision making as well as better treatment. Researchers are working to develop various multisensory tools, techniques and services to better support health initiatives to complement the classic scenario with smart cities. In particular, works in health record management, elderly health monitoring, real-time access of medical images and video are of great interest. This Special Section in IEEE A CCESS aims to explore innovative research achievements in the field of related techniques, applications, services and systems for Healthcare in Smart Cities.

Effect of mind-maps among medical students

Mind-maps are like Da Vinci’s notes which are multisensory tools that use visual-spatial orientation to integrate information and consequently help students to organize and retain information. Mind map allows a user to grasp and depict the essence of a particular topic on a single page. This learning style is a combination of graphics, symbols, text and pictures in a given context.

Effectiveness of mind maps as a self-learning tool in 1st year MBBS students of an Indian medical college

Background: The mind map (MM) is a powerful graphic technique that can be applied to improve learning and clearer thinking. MMs can be used as self-learning methods that facilitate understanding of difficult concepts. A learning strategy underutilized in medical education is MM. MMs are multisensory tools that may help medical students organize, integrate, and retain information. Recent work suggests that using MM as a note-taking strategy facilitates critical thinking. Aims and Objectives: Our objective was to evaluate the effectiveness of using MMs as a self-learning method for the 1st year MBBS students. Materials and Methods: A total of 60 1st year MBBS students were randomly selected and assigned to two equal groups (MM vs. usual study technique). A text on glucose homeostasis was selected as self-study material. The MM group was given a 45-min lesson in the technique. Both groups were exposed to the study text for a 45-min period and were requested to answer four structured questions based on the study text. Results: There was no significant difference between the test scores of two groups. The average marks obtained by the MM group were 30.97 ± 0.40. It was 32 ± 0.32 in the usual study technique group. Majority from the MM group felt that it is useful to summarize information and active learning. They wanted to study further about MM and use it in other subjects. Conclusion: MM technique is not superior in newly admitted medical students for short-term learning; however, most students reported it as a useful learning tool in active learning.

A review of multi-sensory technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) classroom

<p class="JLDAbstract">This article reviews the literature on multi-sensory technology and, in particular, looks at answering the question: ‘What multi-sensory technologies are available to use in a science, technology, engineering, arts and mathematics (STEAM) classroom, and do they affect student engagement and learning outcomes?’ Here engagement is defined as motivation, interest, curiosity and attitude. This review identifies tools and software from a burgeoning, yet limited literature. To answer this question, this review will include the following: defining learning styles; background on multi-sensory instruction; multi-sensory education today; STEM and the rise of STEAM; a look at some multi-sensory tools; and the benefits of using multi-sensory technologies in education. </p>

On the Validity of Immersive Virtual Reality as Tool for Multisensory Evaluation of Urban Spaces

The Europe2020 document indicates a new strategy to turn EU into a smart, sustainable and inclusive economy. At local level urban planning policies may help to reach these aims. Several research works proposed the Immersive Virtual Reality as tool to evaluate the effectiveness of these interventions. Nevertheless people's perception within virtual environments still needs to be verified. In this study, two groups of participants had to provide subjective measures related to the global, acoustic and visual quality of a real environment or of a multisensory reproduced version in Immersive Virtual Reality. Outcomes highlight the ecological effectiveness of this multisensory tool.

English

Students with blindness or low vision are often discouraged from full participation in laboratory science classes due to the inadequacy of current methodological approaches and the lack of sophisticated adaptive technologies. Consequently, these students rarely go on to pursue advanced studies and employment in the sciences. In response to his own frustrations as a scientist with blindness, Supalo conceived, co-founded, and managed the Independent Laboratory Access for the Blind (ILAB) project for his doctoral research in chemistry. Numerous multisensory tools, technologies, and methodologies for teaching the sciences to students with visual impairments were developed and evaluated by the ILAB team. In 2009 and 2010, these hands-on adaptations were used by students with blindness and low vision from throughout the Caribbean during a chemistry workshop at a one-week summer camp held on the island of Tobago. Led by Supalo during the first-ever Camp Can Do in 2009 and Wohlers during 2010, the chemistry workshop successfully introduced the students to some basic chemical reactions and the most current adaptive technologies available for the laboratory sciences. For many of the students, Camp Can Do represented the first real opportunity to learn about science and technology with a hands-on approach.

Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?

BackgroundA learning strategy underutilized in medical education is mind mapping. Mind maps are multi-sensory tools that may help medical students organize, integrate, and retain information. Recent work suggests that using mind mapping as a note-taking strategy facilitates critical thinking. The purpose of this study was to investigate whether a relationship existed between mind mapping and critical thinking, as measured by the Health Sciences Reasoning Test (HSRT), and whether a relationship existed between mind mapping and recall of domain-based information.MethodsIn this quasi-experimental study, 131 first-year medical students were randomly assigned to a standard note-taking (SNT) group or mind map (MM) group during orientation. Subjects were given a demographic survey and pre-HSRT. They were then given an unfamiliar text passage, a pre-quiz based upon the passage, and a 30-minute break, during which time subjects in the MM group were given a presentation on mind mapping. After the break, subjects were given the same passage and wrote notes based on their group (SNT or MM) assignment. A post-quiz based upon the passage was administered, followed by a post-HSRT. Differences in mean pre- and post-quiz scores between groups were analyzed using independent samples t-tests, whereas differences in mean pre- and post-HSRT total scores and subscores between groups were analyzed using ANOVA. Mind map depth was assessed using the Mind Map Assessment Rubric (MMAR).ResultsThere were no significant differences in mean scores on both the pre- and post-quizzes between note-taking groups. And, no significant differences were found between pre- and post-HSRT mean total scores and subscores.ConclusionsAlthough mind mapping was not found to increase short-term recall of domain-based information or critical thinking compared to SNT, a brief introduction to mind mapping allowed novice MM subjects to perform similarly to SNT subjects. This demonstrates that medical students using mind maps can successfully retrieve information in the short term, and does not put them at a disadvantage compared to SNT students. Future studies should explore longitudinal effects of mind-map proficiency training on both short- and long-term information retrieval and critical thinking.

Audiovisual integration in human superior temporal sulcus: Inverse effectiveness and the neural processing of speech and object recognition

The superior temporal sulcus (STS) is a region involved in audiovisual integration. In non-human primates, multisensory neurons in STS display inverse effectiveness. In two fMRI studies using multisensory tool and speech stimuli presented at parametrically varied levels of signal strength, we show that the pattern of neural activation in human STS is also inversely effective. Although multisensory tool-defined and speech-defined regions of interest were non-overlapping, the pattern of inverse effectiveness was the same for tools and speech across regions. The findings suggest that, even though there are sub-regions in STS that are speech-selective, the manner in which visual and auditory signals are integrated in multisensory STS is not specific to speech.

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.