Achievements were obtained at the scientific, pedagogical, and technological level.
At the scientific level, we applied psychophysical methodologies to understand the motoric capabilities of typical children at different stages of their development (6-7yo, 8-10yo). Moreover, we identified the most suitable sensory modalities to teach specific mathematical concepts. The technological solutions developed in weDRAW were validated at psychophysical and pedagogical level, by creating a link between these two approaches. We developed specific tests, and we performed psychophysical experiments with primary school children to evaluate their motor, arithmetic, and geometrical skills. The same skills were measured in visually impaired children. We validated the developed technologies with specific longitudinal trainings in classroom with sighted and visually impaired children. We also applied the weDRAW approach to children with dyslexia to identify whether multisensory trainings could be used to make screening and to train dyslexic children.
At the pedagogical level, we focused on the design and evaluation of the technological solutions proposed in the project. By working closely with primary school teachers, pedagogues identified key mathematical concepts for the target age group where multisensory engagement is particularly promising for a deeper understanding of such concepts. Teachers were involved in a Participatory Design process to iteratively inform the development of the technology and associated pedagogical activities. Moreover, we determined how and the extent to which the envisaged pedagogical framework can be applied to both typically developing and dyslexic and visual impaired children, in order to overcome barriers and promote social inclusion of impaired children. After the delivery of the final prototypes, and as part of the pedagogical summative evaluation, a series of qualitative empirical studies, with mainstream and visually impaired children in school contexts, was undertaken. Studies also included pre and post-tests around the specific mathematical constructs.
At the technological level, we developed libraries of software modules for analysis of nonverbal motoric and affective behaviour of children and for real-time control of auditory, haptic, and visual feedback. We also worked to an integrated hardware and software platform supporting multiple inputs and output devices, scalable to different learning environments, and supporting design and development of serious games. Finally, three serious games and additional learning activities were developed in an iterative development cycle. The first serious game concerns arithmetic, the second one addresses geometry, and the third one is a proof-of-concept of social learning. Tools for early diagnosis of dyslexia, grounding on evidence that problems in rhythm perception can be an indicator for dyslexia, were also released.
