by tom.giess -

IMPULSE #2: Raphaela Egger on Systems Thinking

As part of this semester’s course Future Design Lab at FH JOANNEUM our lecturer Raphaela Egger made an excursion to the topic of Systems Thinking.

In her lecture Egger distinguishes between Systems Thinking and Design Thinking, which are complementary approaches for solving complex problems and enhancing the design of products, services and systems. Design Thinking emphasizes understanding users‘ needs and developing solutions that are intuitive, functional, and appealing. Conversely Systems Thinking centers on comprehending how an entire system operates and recognizing how modifications in one area can impact other parts. 1,2

Egger states that a complex system cannot simply be dismantled, reorganized, and reassembled, nor can it be simplified.3 Once its complexity is destroyed, the system itself stops to function. Interventions in complex systems almost always lead to unexpected side effects and long-term consequences because we rarely understand all the interconnections and unintentionally create unexpected system dynamics.

5R model of Systems Thinking

Egger introduced us to the 5R model of systems thinking, which is a framework that highlights five key dimensions of systems: results, roles, relationships, rules and resources.4,5 This model serves as a lens for assessing local systems and guiding interventions to strengthen them.

  • Resources: The inputs or „fuel“ required for the system’s interactions to give results.4
  • Rules: The formal and informal guidelines, laws, cultural norms and protocols that govern the system’s operation.4,6
  • Roles: The functions and responsibilities assumed by different actors within the system.4,6
  • Relationships: The connections and interactions between various actors in the system.4,6
  • Results: The target outcomes or impacts that the system is designed to produce.4,6
© Raphaela Egger, plasticpreneur®

Team task

During the lecture Mrs. Egger gave us the task to apply an system of our choice to this model. Our group talked about the education system in industrialized countries and how artificial intelligence might influence it in the future:

Resources

AI brings advanced tools and technologies into classrooms, redefining the resources available to students and educators. Intelligent tutoring systems, adaptive learning platforms and generative AI applications offer new and personalized educational experiences. However this may lead to a loss of conventional analog skills, such as handwriting or mental calculation, as digital tools take precedence. Educational institutions must balance leveraging AI with preserving foundational skills to ensure holistic development.

Rules

The integration of AI in education sectors will most likely need new guidelines and policies for its usage. For instance, rules regulating the ethical use of AI, data privacy and intellectual property must be developed to address emerging challenges. There may be a redefinition of what is truly essential in education, focusing less on rote memorization and more on teaching students how to effectively interact with and use AI. This shift might require the curricula to be revised to prioritize AI skills and critical thinking over conventional ways of education.

Roles

AI has the potential to transform the roles of both teachers and students. Educators may transition from being primary sources of knowledge to facilitators, who guide students in AI-enhanced learning. Conversely students may be more active in directing their learning journeys, taking advantage of AI tools to explore topics at their own pace. As these changes provide a lot of chances for individuals, they also come with concerns about the children’s development: the importance of interpersonal interaction and the risks of depending too much on technology for example.

Relationships

It is predictable that AI in education will change the way actors will interact within the system. The relationship between teacher and student may change as AI becomes an intermediary, which will provide instant feedback and support. Peer relationships with collaborative learning could increasingly be mediated by digital platforms. These changes might impact social development, particularly for younger children. Health implications are happening already, such as excessive screen time and shortening of the attention span and reduced sleep quality. This could get more intensive.

Results

Results of an AI-influenced education could reshape societal outcomes. With AI making learning more accessible and personalized, students in industrialized countries could perform better in school and university, becoming more innovative. But the effects are more than academic success. As humanity grows alongside AI, we must think about what intelligence means, how human creativity fits in and what values should guide education. Balancing technology with the human side of learning should be the overall goal.

In relation to my research topic

In particular, it would be interesting to see how my research topic of improved first aid for epilepsy would affect the emergency response system in terms of decision making through a mobile app when a seizure occurs.

Resources

  1. https://www.linkedin.com/pulse/how-can-design-thinking-systems-work-together-caglar-korun/ ↩︎
  2. https://www.ideou.com/blogs/inspiration/differences-between-systems-thinking-and-design-thinking ↩︎
  3. http://systemthinking.de/Systeme-verstehen/ ↩︎
  4. https://usaidlearninglab.org/system/files/resource/files/5rs_techncial_note_ver_2_1_final.pd ↩︎
  5. https://www.ashoka-visionaryprogram.org/tools-for-systems-change/ ↩︎
  6. https://collaboratiohelvetica.ch/en/blog/2021/7/28/the-5r-framework-gn2bw ↩︎
by helene.goedl -

IMPULSE #3 | Open House: Die Angewandte – Fashion Department and University Library

At their yearly Open House, the Angewandte (University of Applied Arts Vienna) opens its doors to everyone who wants to get to know the courses on offer at the university or is just interested in taking a look behind the scenes. At the Open House, the studios, workshops and departments of the University of Applied Arts are open to visitors. Students and teachers share insights into everyday university life. Information stands on site and online provide the opportunity for further exchange about the study programmes.1 This year, I seized the opportunity to visit the fashion department at the Angewandte Open House.  

Why was the Open House relevant for my Thesis?

Fashion study programs, fashion design education and their curricula are excellent indicators of where the fashion scene is headed at a given time. Sometimes, these study programs are on the pulse of current developments, sometimes they lag behind for one reason or another. My main objective in visiting the open house was to explore where the fashion department at the Angewandte stands on the role of digital fashion design, whether this development is incorporated into the education and if there are projects already on display that might show the status on this question. Additionally, I made use of the opportunity to take a tour of the Angewandte university library to explore the possibility of using it for my Master’s thesis research.

The Fashion Department

The fashion department at the Angewandte is one of the most successful fashion design education programs in Europe. The admission is highly selective, only taking on between 5 and 10 students each year. The program is currently headed by fashion designer Craig Green.

“London-born designer Craig Green MBE established his namesake label in 2012 shortly after graduating the Fashion Masters course at Central Saint Martins. He has since carved out a unique position amongst the industry’s most innovative talents and continues to earn both critical and commercial success globally.”2

The head of department position is re-staffed in short intervals in order to provide the students with exposure to different approaches during their 5 year study period. The degree program is a diploma, which means it is not divided into a bachelor’s and a master’s degree.

The Fashion Design programme highly values the development of a distinctive creative style and artistic vision in their students.  In close guidance from the professors, “students explore the critical potential of fashion between materiality, corporeality, and concept.The curriculum comprises traditional pattern cutting and construction skills alongside digital skills and techniques. Students benefit from a state-of-the-art, industry-standard sewing atelier, knitting atelier and a spacious studio with a personal work space for each student. Students are given the possibility to work in professionally equipped studio spaces and workshops both within the Fashion Department and other departments of the University of Applied Arts.”3

The department has seen many highly acclaimed professionals in the lead position, such as l Karl Lagerfeld, Helmut Lang, Jil Sander, Raf Simons, Vivienne Westwood, Viktor & Rolf, Bernhard Willhelm, Hussein Chalayan, Lucie and Luke Meier and  Grace Wales Bonner to name a few.3

“Graduates of the Fashion Department have founded their own labels, such as Bless, house of the very island’s, Wendy Jim, Petar Petrov, Femme Maison, Sagan Vienna, Kenneth Ize, and others. Others occupy leading positions in the fashion industry, working for brands such as Balenciaga, Andreas Kronthaler for Vivienne Westwood, Alexander McQueen, Lanvin, OAMC, Prada, Comme des Garçons or Maison Margiela.”3

With regard to digital fashion, I was able to find out that CLO3D is taught in the curriculum as an industry standard program. In terms of digital fashion collections or digital garment developments, I was not able to find any significant presence, suggesting that while the aspect of digital fashion has a place in the curriculum, it is not a focus of the program. The focus is still very much on physical tailoring and traditional skills in the fashion design process, which I believe is a good and solid approach and the successes of the graduating designers prove this. 

The Library

Since the Angewandte has a fashion department, their library catalog naturally is much more extensive than the one at FH Joanneum with regard to this design discipline. I took a guided library tool and created a library account for external students and will be making use of the resources for my thesis. 

Images

1“Angewandte Open House 2024.”
2Craig Green. “About.” Accessed November 11, 2024. https://craig-green.com/pages/about.
3“Fashion – dieAngewandte.”

Sources

“About,” Craig Green, accessed November 11, 2024, https://craig-green.com/pages/about.

“Angewandte Open House 2024,” Angewandte Open House 2024, October 14, 2024, accessed November 11, 2024, https://openhouse.uni-ak.ac.at/en/.

“Fashion – dieAngewandte,” accessed November 11, 2024, https://www.dieangewandte.at/fashion.

All Images © Helene Goedl 2024

by dragana.maksimovic -

Interactive Learning Table Prototype

In this starting phase I decided to focus on a simple math exercise. Following the exercise from start to finish, I tried to simulate what a lesson using a tool like this would look like.

Step-by-Step Breakdown of the Math Exercise

Upon starting the session, students are greeted with a welcome screen that prompts them to select a subject. This screen features four main subjects: Math, Reading, Writing, and Let’s Play.

Why? According to educational research, offering a choice increases student motivation and a sense of control over their learning. The visual representation of each subject helps young learners easily navigate and select their preferred activity.

Finding the Help Button

On every screen, there’s a little question mark (?) in the corner. When you click on it, a helpful message pops up to explain what you need to do next.

Why? Sometimes, we all get a bit confused or forget what to do. The question mark is like a friendly helper that’s always there when you need it.

Math Subject Selection

When the student selects „Math,“ they are taken to a new screen with six lessons, each represented by a numbered tile.

Why? Breaking down the curriculum into individual lessons helps in setting clear, achievable goals. Research shows that structured learning paths contribute to better knowledge retention.

Visual and Interactive Elements

The use of bright colors and large icons is based on research indicating that young children respond better to visually appealing and easily recognizable graphics. This enhances their ability to navigate the interface independently.

User Engagement

The interactive nature of the prototype encourages active participation rather than passive learning. Studies have shown that interactive learning can significantly improve student engagement and retention of material.

Conclusion

The first phase of the interactive learning table prototype for math exercises represents an integration of educational research and user-centered design. By focusing on interactivity, visual appeal, and structured learning, I wish to create a tool that not only supports academic growth but also fosters a love for learning among young students with cognitive disabilities. As I move forward, I will continue to refine and expand the functionality based on user feedback and ongoing research in educational technology.

by dragana.maksimovic -

The Importance of Incorporating Kinesthetic and Tactile Learning Styles for Children with Cognitive Disabilities

Children with cognitive disabilities often face unique challenges in processing and responding to sensory stimuli. Understanding and catering to their specific learning needs can make a significant difference in their educational experiences and outcomes. Kinesthetic and tactile learning styles, which involve hands-on activities and physical movement, are particularly beneficial for these children. This blog post explores the importance of incorporating these learning styles, supported by recent studies and practical strategies.

Understanding Kinesthetic and Tactile Learning

Kinesthetic learners thrive on movement and physical activities. They learn best by doing rather than observing or listening. Tactile learners, on the other hand, benefit from using their sense of touch to explore and understand the world around them. These learning styles are crucial for children with cognitive disabilities, including those with Autism Spectrum Disorder (ASD), who often exhibit heightened sensory sensitivities.

The Benefits of Kinesthetic and Tactile Learning

Enhanced Sensory Processing

A study by Asmika et al. (2016) found that children with autism are more sensitive to tactile sensory stimuli compared to their neurotypical peers. This heightened sensitivity means they respond more intensely to touch and other tactile inputs. By incorporating tactile learning activities, educators can help these children engage with their environment in a controlled and supportive manner, aiding in sensory integration and reducing anxiety.

Improved Engagement and Focus

Children with cognitive disabilities often struggle with attention and focus, especially in traditional classroom settings. Kinesthetic and tactile activities, such as building models, engaging in role-play, or using manipulatives, can capture their interest and keep them engaged. These activities align with their natural preferences for movement and touch, making learning more enjoyable and effective.

Development of Motor Skills

Hands-on activities help children develop fine and gross motor skills, which are essential for daily living and academic tasks. For instance, activities like tracing letters in sand or playing with clay can improve fine motor control, while more extensive physical activities like obstacle courses can enhance gross motor skills. These skills are particularly important for children with cognitive disabilities who may experience motor coordination challenges.

Strategies for Incorporating Kinesthetic and Tactile Learning

Use Props and Hands-On Activities

Incorporate a variety of props and tactile materials into lessons. For example, use rubber bands and pegboards to teach geometric shapes or provide textured materials for art projects. These tactile experiences help children connect abstract concepts with physical sensations, reinforcing their learning.

Make Story Time Interactive

Turn story time into an interactive experience by having children act out scenes or use puppets and props. This approach not only makes the stories more engaging but also helps children understand and remember the content better through active participation.

Incorporate Movement Breaks

Regular movement breaks can help children maintain focus and reduce restlessness. Activities like jumping jacks, stretching, or a quick dance session can refresh their minds and bodies, making it easier for them to return to more structured tasks.

Combine Learning Modalities

Using a multimodal approach can cater to various learning preferences simultaneously. For instance, combining auditory and kinesthetic learning through music and dance can be highly effective. An example is teaching the alphabet with a freeze dance game, where children dance to a song and freeze when the music stops. This method engages multiple senses and keeps learning dynamic and fun.

Conclusion

Incorporating kinesthetic and tactile learning styles into the education of children with cognitive disabilities is not just beneficial but essential. These approaches align with their natural learning preferences, enhance sensory processing, improve engagement, and support motor skill development. By understanding and implementing these strategies, educators and parents can create a more inclusive and effective learning environment that meets the needs of all children.

By embracing these methods, we can ensure that every child has the opportunity to succeed and thrive in their educational journey, regardless of their cognitive abilities.

References:

https://mybrightwheel.com/blog/kinesthetic-learner

Asmika, Asmika, Lirista Dyah Ayu Oktafiani, Kusworini Kusworini, Hidayat Sujuti, and Sri Andarini. „Autistic Children Are More Responsive to Tactile Sensory Stimulus.“ Journal of Medical Sciences 50, no. 2 (2018).

by dragana.maksimovic -

Supporting Visual Learning Methods for Children with Cognitive Disabilities

Children with cognitive disabilities often face challenges in communication and learning. Traditional teaching methods might not always work for them, so it’s important to use special approaches that meet their unique needs. Visual learning methods are especially helpful in supporting their education and development. This article explores how visual learning works and shares some tools and resources that can make learning easier for children with cognitive disabilities.

Why Visual Learning is Important

Visual learning uses the strengths of children with cognitive disabilities, especially those with autism, who often think in pictures rather than words. Visual supports like photos, drawings, objects, and written words help communicate more effectively. Studies show that these visual aids can improve understanding, reduce anxiety, and enhance learning.

How Visual Learning Works

Visual learning helps by providing clear, simple representations of ideas. Children with cognitive disabilities may find it hard to understand verbal instructions. Visual supports make communication easier by turning words into pictures they can understand. This approach is part of Universal Design for Learning (UDL), which means using different ways to teach so everyone can learn.

Visual Learning Strategies

There are several visual learning strategies designed to help children with cognitive disabilities. These strategies focus on creating a predictable and supportive learning environment.

Visual Schedules

Visual schedules are key tools that show a clear plan for daily activities. They help children understand what will happen and when, reducing uncertainty and stress. Visual schedules can use pictures, symbols, or words to represent different tasks. For example, the Picture Exchange Communication System (PECS) uses visual schedules to help with communication and routines.

First-Then Boards

First-Then Boards are useful for teaching children to follow directions and complete tasks. This visual strategy shows a preferred activity (the „then“ task) that will happen after completing a less preferred one (the „first“ task). It helps motivate children to do tasks they might not like by showing what comes next.

Visual Prompts and Social Stories

Visual prompts and social stories are great for teaching social skills and managing behavior. Social stories provide visual explanations of social situations and appropriate responses, helping children understand social cues and expectations.

Combining Play and Formal Learning

While learning through play is crucial for development, formal learning is also important for core skills like reading, writing, and math. A balanced approach that includes both play and structured learning can be very effective. Various visual resources and activities support this mixed approach.

Modern Tools: Goally

Technology offers new solutions for visual learning. Goally is a tablet designed for children with cognitive disabilities, featuring visual schedules, task analysis, and reward systems in a user-friendly format. Goally supports independent learning and helps children manage their routines effectively.

References:

https://www.theautismpage.com/visual-learning

https://vkc.vumc.org/assets/files/resources/visualsupports.pdf

https://getgoally.com

by dragana.maksimovic -

Why Text-to-Speech with Highlighted Text is Crucial for Prototypes and Children with Cognitive Disabilities

For children with cognitive disabilities, traditional learning methods can often be challenging and frustrating. Reading long passages of text requires sustained attention, which can be particularly difficult for these students. TTS with highlighted text addresses this issue by providing an auditory learning experience that keeps students engaged. As the text is read aloud, each word is highlighted, allowing students to follow along visually and aurally. This dual-input method reinforces learning and helps improve comprehension and retention.

Reducing Cognitive Load

Children with cognitive disabilities often experience a higher cognitive load when processing text. The need to decode and comprehend text simultaneously can be overwhelming. TTS reduces this cognitive load by allowing students to focus on understanding the content rather than struggling with the mechanics of reading. Highlighting text as it is read ensures that students can keep track of where they are in the text, further reducing the mental effort required.

Supporting Multimodal Learning

Different students have different learning preferences. While some may excel with visual aids, others may find auditory learning more effective. TTS with highlighted text supports multimodal learning by combining auditory and visual elements. This approach caters to various learning styles, ensuring that all students have the opportunity to succeed. For instance, in an interactive table prototype, students can interact with the content in multiple ways, making learning more dynamic and inclusive.

Fostering Independence and Confidence

One of the critical goals in special education is to foster independence among students. TTS with highlighted text empowers children with cognitive disabilities to access information independently. They no longer need to rely solely on teachers or peers to read aloud to them. This autonomy boosts their confidence and encourages them to take charge of their learning journey. As they become more comfortable with using TTS tools, their self-esteem and motivation to learn improve significantly.

Text-to-Speech with highlighted text is more than just a technological feature; it is a bridge to a more inclusive and accessible education system. By reducing cognitive load, supporting multimodal learning, fostering independence, and broadening access to information, TTS with highlighted text has the potential to transform the learning experiences of children with cognitive disabilities. As developers and educators continue to innovate, incorporating such features in educational tools and prototypes will be crucial in ensuring that every child has the opportunity to learn and succeed.

References:

https://medium.com/engineered-publicis-sapient/creating-immersive-product-experiences-with-audio-and-animated-text-highlighting-in-react-9a88c9b2acd2

https://www.xda-developers.com/best-text-to-speech-extensions-browsers

https://www.metaview.ai/resources/blog/syncing-a-transcript-with-audio-in-react

by dragana.maksimovic -

Choosing the right approach – Where to start?

After discussing my topic and thinking about what the first prototype could look like, I have decided to narrow down my approach. The goal is to create a simple learning experience from start to finish, that could be tested in a real life situation.

First step was to discover the struggles that children with cognitive disabilities face in traditional learning environments. After that, I looked into different curriculums for the first 3 grades of elementary school, as that would be the demographic that I want to address for the start. While doing my research, I came across an interesting observation. Children with cognitive disabilities, more specifically ASD, often struggle with subjects like math, but when approached carefully by their teachers, with special care and focus on the subject, they thrive and become very good.

Looking into existing solutions for interactive math learning platforms, I’ve realizes that there is a lot of online learning platforms that offer interactive and engaging experiences. Platforms like Starfall and CTC Math are popular choices among educators and parents for enhancing math learning. However, when it comes to catering to children with cognitive disabilities, there is room for improvement.

1. Starfall: A Playful Approach to Learning

Strengths

Engaging Content – Starfall is renowned for its engaging and visually appealing content that captures the interest of young learners. Its use of animations, songs, and interactive activities makes learning fun and helps to keep students engaged for longer periods.

Foundational Skills Focus – The platform emphasizes foundational math skills, such as counting, addition, and subtraction, which are crucial for young learners and serve as the building blocks for more complex math concepts. This is particularly beneficial for students who need to strengthen their basic math skills.

Accessibility – Starfall offers a user-friendly interface with simple navigation, making it accessible for young children and those with limited digital literacy.

Limitations for Students with Cognitive Disabilities

Lack of Personalized Learning Paths – While Starfall provides a range of activities, it lacks the ability to create personalized learning paths that adapt to the individual needs and progress of each student. Children with cognitive disabilities often benefit from tailored instruction that meets their specific learning requirements.

Limited Support for Higher-Order Skills – The platform’s focus on basic skills means it does not adequately support the development of higher-order thinking and problem-solving skills, which are essential for more advanced math learning. This can limit its usefulness as students progress to higher grade levels.

Minimal Sensory Accommodations – Starfall does not offer significant sensory accommodations such as adjustable audio levels, customizable visual settings, or alternative input methods that could benefit students with sensory processing disorders or other cognitive disabilities.

2. CTC Math: Comprehensive Learning with Room for Growth

Strengths

Comprehensive Curriculum – CTC Math offers a comprehensive curriculum that covers a wide range of math topics from basic arithmetic to advanced calculus. This breadth ensures that students can progress through the curriculum at their own pace and access material appropriate for their grade level and ability.

Interactive Lessons – The platform features interactive lessons with step-by-step video tutorials, which can be particularly helpful for visual and auditory learners. This format allows students to revisit and review lessons as needed, reinforcing their understanding of key concepts.

Assessment Tools – CTC Math provides extensive assessment tools, including quizzes and tests that allow educators to monitor student progress and identify areas where additional support is needed. This feature is useful for tracking the development of students with cognitive disabilities and tailoring instruction to their needs.

Limitations for Students with Cognitive Disabilities

Limited Customization – Despite its comprehensive curriculum, CTC Math does not offer significant customization options to adapt lessons to the unique learning needs of students with cognitive disabilities. Personalized learning experiences that cater to individual strengths and challenges are essential for these students.

Complex Interface – The platform’s interface can be overwhelming for students with cognitive disabilities, who may struggle with navigation and the multitude of features available. Simplifying the user interface and providing clear, intuitive navigation could improve accessibility for these students.

Insufficient Sensory Support – CTC Math lacks features that address the sensory needs of students with cognitive disabilities, such as adjustable contrast, text-to-speech capabilities, or interactive elements that cater to sensory preferences. Incorporating these features could significantly enhance the learning experience for these students.

3. Improving Math Learning Platforms for Everyday Classroom Use

Enhancing Personalization

One of the primary ways to improve math learning platforms for students with cognitive disabilities is through enhanced personalization. Adaptive learning technologies that tailor content to the individual needs, pace, and learning style of each student can provide more effective and inclusive educational experiences. Incorporating algorithms that adjust the difficulty of tasks and offer personalized feedback can help ensure that each student receives the appropriate level of challenge and support.

Simplifying User Interfaces

A common barrier to accessibility in existing math learning platforms is complex user interfaces. Simplifying these interfaces by reducing clutter, using clear and consistent navigation elements, and providing visual cues can make the platforms more user-friendly for students with cognitive disabilities. Features such as larger buttons, minimalistic design, and straightforward instructions can help these students navigate the platform more independently.

Incorporating Sensory Accommodations

To better serve students with sensory processing issues, math learning platforms should incorporate a variety of sensory accommodations. Options like adjustable audio settings, customizable visual themes, and the ability to use tactile or kinesthetic inputs can create a more inclusive learning environment. Additionally, providing alternative input methods, such as speech recognition or switch access, can make the platforms more accessible to students with a range of physical and cognitive disabilities.

Providing Real-Time Feedback and Support

Platforms should include features that offer real-time feedback and support to help students understand their progress and areas for improvement. Interactive elements that provide instant feedback on tasks and offer hints or explanations for incorrect answers can facilitate learning and prevent frustration. Incorporating a help feature that allows students to ask questions or seek assistance can also be beneficial, particularly for those who may struggle with certain concepts.

Encouraging Collaboration and Social Interaction

Math learning platforms can benefit from incorporating features that encourage collaboration and social interaction among students. Tools such as shared problem-solving activities, collaborative projects, and discussion forums can help students develop important social skills and learn from their peers. For students with cognitive disabilities, these features can provide valuable opportunities for social engagement and support.

References:

Starfall. (2024). https://www.starfall.com/h/index-grades123.php

CTC Math. (2024). https://www.ctcmath.com/

https://www.adinaaba.com/post/teaching-math-to-students-with-autism

https://autism.org

by dragana.maksimovic -

Incorporating gamification in education

Gamification refers to the use of game design elements in non-game contexts to increase user engagement and motivation. This involves integrating concepts such as scoring points, earning badges, completing quests, and competing in challenges into lesson plans and educational activities. The goal is to leverage the natural human desire for play, achievement, and social interaction to make learning more enjoyable and effective.

Children with cognitive disabilities often face unique challenges in traditional learning environments, such as difficulties with attention, memory, and social interactions. Gamification can address these challenges by:

Enhancing Engagement and Motivation – Game elements like points, rewards, and progress tracking can make learning more engaging and motivating for children who may struggle with traditional teaching methods.

Providing Personalized Learning Paths – Gamified activities can be tailored to meet the individual needs and abilities of each student, allowing for differentiated instruction and personalized learning experiences.

Encouraging Social Interaction – Games often involve teamwork and competition, which can help children with cognitive disabilities develop social skills and build relationships with their peers.

Creating Safe Learning Environments – Gamification provides a safe space for children to take risks, make mistakes, and learn from them without fear of failure, fostering a growth mindset.

Improving Retention and Recall – Interactive and immersive gamified activities can enhance memory and retention of information, making it easier for children to recall what they have learned.

References:

Mubin, Siti Azreena, et al., Gamification Design Framework to Support Autism Children Interaction Skills: A Systematic Review, January 2020. https://ijcrr.com/uploads/3096_pdf.pdf.

https://www.innerdrive.co.uk/blog/gamification-in-education

https://lessonbud.com/blog/incorporating-gamification-into-lesson-plans

by dragana.maksimovic -

The Power of Visual Aids in Enhancing Learning in Schools

Like I mentioned in my previous blog post, visual aids can be a very powerful and important tool in helping children with cognitive disabilities to overcome struggles in school and every-day life. In this blog post I will explore different types of visual aids and their benefits.

Visual aids encompass a wide range of tools including visual schedules, picture cards, emotion charts, and other non-verbal communication methods. These tools help children understand their daily activities, transitions, and expectations, thereby reducing anxiety and resistance. Visual schedules, for example, can include illustrations, photographs, words, or videos outlining a series of tasks or events.

Visual aids are particularly beneficial for autistic children, who often process information better visually than verbally. These aids help in reducing stress associated with unplanned changes and enhance their ability to communicate and interact with their surroundings.

Benefits of Visual Aids for Children:

Routine and Predictability – Visual aids help children establish and follow routines, reducing anxiety associated with unpredictability. A well-structured schedule showing tasks such as waking up, brushing teeth, and packing a school bag can give children a sense of control and stability.

Smooth Transitions – Knowing what comes next helps children transition more easily between activities. This is particularly beneficial in a classroom setting where transitions occur frequently.

Enhanced Independence – Visual aids can empower children by giving them the tools to understand and manage their tasks independently. This fosters a sense of responsibility and self-reliance.

Reduced Negotiations – With a visual schedule in place, children can see what is expected of them, reducing the need for verbal negotiations and repeated instructions.

Improved Communication – For non-verbal children or those who struggle with verbal communication, tools like the Picture Exchange Communication System (PECS) provide a way to express needs and preferences effectively.

References:

https://littlefeettherapy.com/why-are-visual-schedules-helpful-for-children

https://www.autismparentingmagazine.com/benefits-of-autism-visual-supports

https://theeducationhub.org.nz/supporting-autistic-children-using-a-visual-scheduling-tool