Next Article in Journal
What Characterizes the Polymodal Media of the Mobile Phone? The Multiple Media within the World’s Most Popular Medium
Next Article in Special Issue
Exploring Emergent Features of Student Interaction within an Embodied Science Learning Simulation
Previous Article in Journal
Documenting the Elusive and Ephemeral in Embodied Design Ideation Activities
Article Menu

Export Article

Open AccessArticle
Multimodal Technologies Interact. 2018, 2(3), 36; https://doi.org/10.3390/mti2030036

An Exploratory Study of the Uses of a Multisensory Map—With Visually Impaired Children

1
Centre National de la Recherche Scientifique (CNRS) i3, Télécom Paristech, 46 Rue Barrault, 75013 Paris, France
2
Institut des Systèmes Intelligents et de Robotique, Centre National de la Recherche Scientifique (CNRS-ISIR), Sorbonne Universités, 75005 Paris, France
3
Ecole Nationale de l’Aviation Civile (ENAC)—University Toulouse, 31055 Toulouse, France
4
Institut de Recherche en Informatique de Toulouse, Centre National de la Recherche Scientifique (CNRS-IRIT), Toulouse University, 31062 Toulouse, France
*
Author to whom correspondence should be addressed.
Received: 21 May 2018 / Revised: 19 June 2018 / Accepted: 21 June 2018 / Published: 24 June 2018
(This article belongs to the Special Issue Multimodal Learning)
Full-Text   |   PDF [10585 KB, uploaded 25 June 2018]   |  

Abstract

This paper reports an empirical study of a multisensory map used by visually impaired primary school pupils, to study human habitats and differences between urban, suburban and rural areas using a local example. Using multimodal analysis, we propose to examine how the use of smell and taste shape pupils’ engagement and the development of a non-visual knowledge of geography. Our research questions include: How do pupils try to make sense of this unusual material, in conjunction with the tactile, audio and tangible material used in this lesson? How does the special education teacher support the development of these interpretations? Multisensory material has the potential to support experiential and embodied learning: were these promises achieved? Our findings show how this multisensory map reconfigures spatial occupation and interaction dynamics, and that it has the potential to make the classroom more pervasive to pupils’ social, spatial and emotional lives. In doing so, it provides opportunities for the teacher to develop citizenship education. The paper provides concrete examples of uses of smell and taste in learning activities to support engagement, and has implications for pedagogical design beyond special education. View Full-Text
Keywords: visual impairment; special education; multisensory teaching; olfactory and flavor cues; tangibles; meaning-making; interactive maps visual impairment; special education; multisensory teaching; olfactory and flavor cues; tangibles; meaning-making; interactive maps
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Brulé, E.; Bailly, G.; Brock, A.; Gentès, A.; Jouffrais, C. An Exploratory Study of the Uses of a Multisensory Map—With Visually Impaired Children. Multimodal Technologies Interact. 2018, 2, 36.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Multimodal Technologies Interact. EISSN 2414-4088 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top