Simone Ghisio
ABSTRACT
Multisensory learning is considered a relevant pedagogical framework for education since a very long time and several authors support the use of a multisensory and kinesthetic approach in children learning. Moreover, results from psychophysics and developmental psychology show that children have a preferential sensory channel to learn specific concepts (spatial and/or temporal), hence a further evidence for the need of a multisensory approach. In this work, we present an example of serious game for learning a particularly complicated mathematical concept: fractions. The main novelty of our proposal comes from the role covered by the communication between sensory modalities in particular, movement, vision, and sound. The game has been developed in the context of the EU-ICT-H2020 weDRAW Project aiming at developing new multimodal technologies for multisensory serious-games on mathematical concepts for primary school children.
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- Abstract 1 Introduction 1.1 Background 2 Understanding Fractions Through the Body 2.1 Design and Architecture 2.2 Game Session 3 Conclusion and Future work Acknowledgments ReferencesGoogle Scholar
Index Terms
- A multimodal serious-game to teach fractions in primary school
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