Ludic Content in Multisensory Stimulation Environments: An Exploratory Study about Practice in Portugal

Abstract

This article aims to document the use of multisensory stimulation environments and its related perceptions, concerning ludic content, play and the computer-mediated ludic activity, from the perspective of professionals organizing and delivering therapeutic activities in these spaces with children with developmental disabilities, in Portugal. Face-to-face open interviews with 12 professionals working in multisensory stimulation environments, selected by convenience criteria, were individually recorded, transcribed and submitted to content analysis. Three main themes emerged from the data: multisensory stimulation environments offer multiple possibilities for intervention, play is part of the intervention in multisensory environments and the computer-mediated ludic experience is perceived as useful for intervention. Data suggest that multisensory stimulation environments are used as versatile spaces, both considered and explored by the interviewed professionals in its ludic potential. This fact can renew the interest in multisensory environments, in particular for the area of play in Occupational Therapy, in which the use of the computer-mediated ludic experience is a recognized possibility. Limitations of this study are associated to the level of representativeness of the interviews in relation to the diverse universe of professionals using multisensory environments. The method for collecting data is also highly sensitive to the influence of the interviewer.

Effect of a Virtual Environment on the Development of Mathematical Skills in Children with Dyscalculia

“…This is probably because interacting with the virtual environment led the children to be more willing to learn, as mentioned by [27], [26], and to develop necessary mathematical skills [24].The fact is that the ludic cannot be disregarded for exercising significant influence in the language, thinking and concentration development of the child [71], [72]. Through ludic the child has the curiosity stimulated [73], which leads to act and to acquire initiative to acting and self-confidence [74]. When playing, the child acts spontaneously and, when motived by challenge [75], the child uses all acquired knowledge besides creating new cognitive processes as she continues playing [76], [77], [78].…”

Multisensory Interaction and Analytics to Enhance Smart Learning Environments: A Systematic Literature Review

“…All the identified systems provide visual stimuli, usually conveyed through images and written texts [49], [52], [60]. Some technologies also support video and lighting [19], [71]; for example, Gelsomini et al developed a collaborative game with portable lights in which children learned colors by associating them to a particular element [48]. Most of the technologies are also equipped with auditory stimuli with sounds or music, which can also represent feedback (correct or incorrect sounds) or even distractions (e.g., audio distractors to increase the difficulty level [13]).…”

Nutrition Education and Dietary Behavior Change Games: A Scoping Review

“…Games generally have rules that govern actions within the game with the possibility of winning and, importantly, losing based on the rules; feedback on play within the game (often points assigned); and a story or narrative (or an associated back story), among many other possible game elements. 13 Games can provide attractive learning and behavior change media since they can be designed to provide fun, enjoyment, or engagement (thereby providing intrinsic motivation to play) 14 ; a multisensory experience to facilitate different learning styles 15 ; safe opportunities for drill and practice with feedback; training for higher-order skills, such as critical thinking, problem solving, team work, strategic thinking, and planning 16 ; role playing for constructivist learning 17 ; experimentation with new identities; development of social skills 18 ; modeling of behaviors 19 ; training in self-regulation 19 ; and/or immersion of players in a storyline into which behavior change procedures can be built. 20 While several systematic reviews and/or meta-analyses have appeared on games for health, 6,[21][22][23][24] and even included a few nutrition education games as a subcomponent, no review has appeared devoted to the consideration of games for nutrition education or dietary behavior change alone.…”