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Kshitij Sharma; Serena Lee-Cultura; Sofia Papavlasopoulou; Michail Giannakos – Journal of Computer Assisted Learning, 2025
Background: Effort measurement is essential for adaptation to interactive learning technologies. Most contemporary technologies measure effort through the log data (reaction time and correctness). Some adaptive technologies use facial expressions and attention to adapt. Objectives: We present a novel, complementary, and multimodal definition of…
Descriptors: Academic Persistence, Educational Technology, Technology Uses in Education, Assistive Technology
Katy L. Unwin; Georgina Powell; Alice Price; Catherine R. G. Jones – Autism: The International Journal of Research and Practice, 2024
Multi-sensory environments are widely used with autistic children. However, there are no data on how autistic children choose to spend time in the room and how this relates to their sensory, behavioural and intellectual profiles. We observed the frequency and duration of visits to multi-sensory environment equipment of 41 autistic children during…
Descriptors: Assistive Technology, Educational Equipment, Autism Spectrum Disorders, Students with Disabilities
Simona Leonardi; Marcella Di Cara; Silvia Giliberto; Adriana Piccolo; Carmela De Domenico; Giulia Leonardi; Angelo Alito; Rosamaria Siracusano; Rocco Salvatore CalabrĂ²; Angelo Quartarone; Francesca Cucinotta – Autism: The International Journal of Research and Practice, 2025
Multisensory environment is a setting designed with activities and tools that offered sensory stimulation. Despite their widespread use, no evidence-based guidelines are currently available. The aim of this systematic review was to assess the impact of multisensory environment interventions in autism and to provide guidelines. We included all…
Descriptors: Multisensory Learning, Sensory Experience, Educational Environment, Children