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Chapter 7 synthesizes the perception research into plausible design and configuration strategies for the learning experience dimension of a psychophysical learning system. The processes used in all five senses to reduce information into a perception are again used to create learning activities and processes, which facilitate the learning and discriminate meaning from the learning objects and activities. This process attends to the interactions across the categories of content to determine the critical components of the discipline to include in the learning experience. Once again, the focus of the psychophysical learning experience is placed on the structure of the (external) discipline, which is used to configure the learning experiences.

Multiple intelligence, cognitive thinking, and sensory theories provide the framework for understanding how to improve learning and learning environments for students. Research involving the use of a multimodal video game to enhance student learning is discussed. It is proposed in the chapter that multimodal and multiplayer video games make use of sensory-rich interactions to engage users, create meaningful experiences, and often facilitate communication between people located all over the world. Multiple learning theories are addressed and evaluated in order to bring to light issues and areas for investigation when designing technology-rich learning environments. Implications of the findings in relation to connections with gaming technologies, capacity for community building, and next steps for investigating ideal designs for 21st century learning environments are discussed.

This study aims to examine the multisensory experiences of participating in a cooking class and how they shape perceptions of destinations in the pre-trip stage. Performance theory and prosumption provide a theoretical lens to investigate how a cooking class influences the pre-trip destination sensescape.

This study used participatory action research consisting of an immersive Tatarstan cooking class experience with the supporting materials of music and videos, focus group discussions and participant observations.

Cooking class participants prosume local culture and (re)construct the perceptions of Tatarstan by partaking in cooking classes through a multisensory experience. The pre-trip destination sensescape formation in the cooking class is dynamic, stimulating and memorable. With active engagement in co-creating in the process, such experience significantly strengthens and reshapes the perceptions of a destination.

Cooking classes can be leveraged in pre-trip marketing as a tool to enhance the competitiveness of tourism destinations and contribute to accessible tourism, such as engaging visually impaired tourists’ other heightened senses in experience design and marketing.

This study revealed that participation in cooking classes involves active, embodied and multisensory engagement, which acts as a vehicle of the destination perception change.

The purpose of this paper is to provide an overview of a Learning Programme designed around the animation film-making process, contextualising abstract concepts to address the cognitive limitations of children with foetal alcohol spectrum disorders (FASD).

Animation production is tactile, multimodal and multisensory which allows for wide application alongside traditional learning tools, targeting multiple learning pathways with its visual, auditory and kinaesthetic approach. Individuals with FASD require information to be explained in a concrete way to enable them to process and understand. Most information can be drawn, providing a visual to assist the individual, but we must also consider abstract concepts which require further explanation or a series of drawings to display the concepts development. Animation, however, allows us the opportunity to make abstract concepts concrete, contextualising the concept in a visualisation of the child’s story, narrated with their voice and designed to represent their world, in a film produced entirely by them, therefore allowing opportunity for a therapeutic approach to learning through storytelling. This learning tool is designed to be implemented in a specifically designed therapeutic learning environment to enhance the benefits of participation from both educational and therapeutic perspectives.

A review of relevant literature highlights a significant connection between animation, the learning needs of those with FASD and the need for a therapeutic learning environment. This is a proof of concept study, demonstrating the value and potential of animation film making in this new area of practical application. The study closely considers the learning environment from a therapeutic perspective and aims not only to develop a learning tool but to also define the optimum therapeutic learning environment. The study is therefore untested at this stage.

Phase 2 of this ongoing research study seeks to explore additional benefits of participation and engagement with the process in an educational and therapeutic context. Considerations of the therapeutic learning environment will be further explored to determine the optimum setting to support the ongoing learning of this pedagogically bereft (Carpenter, 2011) population. Phase 2 also aims to clarify therapeutic benefits as additional outcomes of participation in this programme.

The proposed learning tool and therapeutic learning environment outlined in this paper is an original contribution to knowledge and if found to be successful, could offer significant opportunities for a therapeutic approach to education for this population and others.

The aim of this paper is to explore, analyse and summarise the potential tangible user interface (TUI) design features for dyslexics learning to read and spell.

This study adopts a systematic literature review method through a manual search of published papers from 2011. This systematic literature review consists of three main phases starting with planning the review, conducting the review and studying the selection and reporting the results.

As the result, 10 papers were found that are considered most applicable as they met the review criteria. Based on the 10 papers, 11 design features are found in the current TUIs design features implemented in the tangible system dedicated for dyslexia and reading. The 11 design features are viewed to be fundamental and useful for the groundwork towards designing and developing a comprehensive TUIs design specifically and exclusively meant for dyslexic children learning to read and spell.

A critical reading of past literature relating to the TUIs concept reveals that this concept still appears to be under-explored even though it was introduced two decades ago. This systematic literature review highlights directions for future research, involving the dyslexic children early in the design process towards the evaluation of the prototype and finally examining the outcome of TUIs on children's learning.

This chapter explores how the creation of multimodal texts using digital technologies, including mobile devices, augmented reality and the World Wide Web can engage, support and reposition primary school-aged literacy learners who have diverse needs. There is emphasis on how the creation of such texts can assist literacy learners in attaining reading comprehension, fluency and motivation.

This study aims to evaluate factors influencing undergraduate students’ acceptance of a computer-aided learning resource using the Phantom Omni haptic stylus to enable rotation, touch and kinaesthetic feedback and display of names of three-dimensional (3D) human anatomical structures on a visual display.

The software was developed using the software development life cycle, and was tested by students enrolled in various bachelor degrees at three stages of development within the technology acceptance model, action research and design research methodology frameworks, using mixed methods of quantitative and qualitative analysis.

The learning system was generally well-accepted, with usefulness (72 ± 18, mean ± standard deviation, 0-100 visual analogue scale) rated higher (p < 0.001) than ease of use (57 ± 22). Ease of use ratings declined across the three versions as modules were added and complexity increased. Students with prior experience with 3D interfaces had higher intention to use the system, and scored higher on identification of anatomical structures. Students with greater kinaesthetic learning preferences tended to rate the system higher. Haptic feedback was considered the best aspect of the system, but students wanted higher spatial resolution and lower response times.

Previous research relating to haptic devices in medical and health sciences has largely focused on advanced trainees learning surgical or procedural skills. The present research suggests that incorporating haptic feedback into virtual anatomical models may provide useful multisensory information in learning anatomy at the undergraduate level.

Katipuneros RPG: Bisperas ng Himagsikan (Katipuneros RPG: The Eve of the Revolution) is an immersive and gamified theater that engages its “audiences” in the initiation rites of a secret revolutionary movement in the Philippines in 1896. This descriptive qualitative research evaluates such experiential approach to learning history by investigating the experiences and insights of a group of students from the University of the Philippines Los Baños (UPLB), who participated in Katipuneros RPG.

Textual data obtained from the participants' reflection papers and focus group discussion transcripts were analyzed using open and axial coding.

Three key themes summarized the participants' learning experiences as they went through the play, as follows: (1) Katipuneros RPG as an immersive, interactive and intrinsically motivating medium for learning history; (2) the knowledge, values and skills that served as facilitating factors for their learning and (3) the insights the participants gained about history and life in general.

The research argues that in Katipuneros RPG, learners take on a more active role in studying history as the “teacher” vanishes in lieu of a learning system the allows students to think critically, reflect and collaborate. The approach integrates elements of development theater, immersive play and gamified learning, as well as the principles of constructivist, play-based and multi-sensorial learning.

As an innovative learning tool, it is a viable medium to teach history in the current socio-political context of the Philippines.

The study hopes to contribute to literature on pedagogical approaches for teaching and learning history through immersive environments.

Recent studies suggest that many of today's students are highly proficient in their use of digital media and are developing new learning styles heavily dependent on social media and the Web. Theories of social learning seem to address these new learning styles, which are interest and friend driven, and occur in contexts that are outside of class and within the flow of students’ everyday lives. Social learning emphasizes participation, group interaction, and utilizing collaborative environments. This chapter explores how using social media, specifically class blogs (WordPress) and microblogs (e.g., Twitter) together, help achieve social learning. Internet-based learners have various levels of proficiencies, competencies, and adoption rates. Strategies and best practices are explored to address how social media can be utilized by educators to accommodate the heterogeneity of digital learners and engage new styles of learning.

In the growing information systems (IS) literature on metaverse, augmented reality (AR) technology is regarded as a cornerstone of the metaverse which enables interaction services. Interaction has been identified as a core technology characteristic of metaverse shopping environments. Based on previous human–technology interaction research, the authors further explicate interaction to be multimodal sensory. The purpose of this study is thus to better understand the unique nature of interaction in AR technology and highlight the technology's benefits for shopping in metaverse spaces.

An experiment has been conducted to empirically examine the authors' research model. The authors use the structural equation modeling (SEM) approach to analyze the collected data.

This study conceptualizes image, motion and touchscreen interactions as the three dimensions of multimodal sensory interaction, which can reflect visual-, kinesthetic- and haptic-based sensation stimulation. The authors' findings show that multimodal sensory interaction of AR activates consumers' intention to purchase via a psychological process. To delineate this psychological process, the authors use feelings-as-information theory to posit that experiential factors can influence cognitive factors. More specifically, multimodal sensory interaction is shown to increase multisensory experience and spatial presence, which can effectively reduce product uncertainty and information overload. The two outcomes have been considered to be key issues in online shopping environments.

This study is one of the first ones that shed light on the multimodal sensory peculiarity of AR interactions in the extant IS literature. The authors further highlight the benefits of AR in addressing major online shopping concerns about product uncertainty and information overload, which are largely overlooked by prior research. This study uses feelings-as-information theory to explain the impacts of AR interactions, which reveal the essential role of the experiential process in sensory-enabling technologies. This study enriches the existing theoretical frameworks that mostly focus on the cognitive process. The authors' findings about AR interactions provide noteworthy guidelines for the design of metaverse environments and extend the authors' understanding of how the metaverse may bring benefits beyond traditional online shopping settings.