Taking into Account Sensory Knowledge

Abstract

This paper argues for designing geo-technologies supporting non-visual sensory knowledge. Sensory knowledge refers to the implicit and explicit knowledge guiding our uses of our senses to understand the world. To support our argument, we build on an 18 months field-study on geography classes for primary school children with visual impairments. Our findings show (1) a paradox in the use of non-visual sensory knowledge: described as fundamental to the geography curriculum, it is mostly kept out of school; (2) that accessible geo-technologies in the literature mainly focus on substituting vision with another modality, rather than enabling teachers to build on children's experiences; (3) the importance of the hearing sense in learning about space. We then introduce a probe, a wrist-worn device enabling children to record audio cues during field-trips. By giving importance to children's hearing skills, it modified existing practices and actors' opinions on non-visual sensory knowledge. We conclude by reflecting on design implications, and the role of technologies in valuing diverse ways of understanding the world.

Learning maths with a tangible user interface: Lessons learned through participatory design with children with visual impairments and their educators

“…There has been a growing line of research exploring new ways to include children with visual impairments in participatory or co-design sessions along with their sighted peers by providing a multiplicity and diversity of sensory elements [33,34,35]. Studies have been exploring the use of Voice User Interfaces at schools [36], robots [37,21], therapeutic video games [38], accessible movement-based games and co-located games [39,33], and other multisensory technologies [40,41,42,43,44]. For instance, Brulé and Bailly [41] developed geo-technologies that support non-visual sensory information about locations or geography by leading a PD approach with children.…”

“…Studies have been exploring the use of Voice User Interfaces at schools [36], robots [37,21], therapeutic video games [38], accessible movement-based games and co-located games [39,33], and other multisensory technologies [40,41,42,43,44]. For instance, Brulé and Bailly [41] developed geo-technologies that support non-visual sensory information about locations or geography by leading a PD approach with children. McElligott and van Leeuwen [42] provided a series of auditory and tactile elements to engage children with visual impairments as co-designers in the development of toys and sound tools.…”

Communicating cosmology with multisensory metaphorical experiences

“…This "embodiment of ideas" opens the door to a deeper emotional and intuitive response [Hamza-Lup and Stanescu, 2010;Gibbs, 2014;Obrist, Tuch and Hornbaek, 2014], rather than a purely intellectual one. Multi-channel sensory stimulation, including olfactory effects, have been reported to improve engagement, enjoyment and knowledge acquisition [Covaci et al, 2018;Olofsson et al, 2017;Brulé and Bailly, 2018].…”

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

“…However, teachers often remain focused on visual cues, on the seen landscape, to introduce geographic concepts. This is due to the lack of examples available to harness other types of cues for formal geographic teaching, let alone guidelines [12,13]. Olfaction and taste in particular have been studied very little, whether inside or outside the classroom.…”