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Study: Can You Smell Shapes?

The study is part of the Crossmodal Interactive Tools for Inclusive Learning project, an EPSRC-funded project in which we aim to design and research technologies that are inclusive of both sighted and visually impaired children in the context of mainstream education.

In this particular study, the shape of smells study, we are investigating how young people (10-17yrs) tend to associate certains scents with certain shapes, with the aim of informing the design of novel scent displays that could enhance educational technologies, e.g. to go beyond using text, graphics, speech and Braille to engage children with mixed visual abilities in learning activities. Continue reading

Join CRITICAL project: PhD studentship

PhD Studentship available to work as part of the EPSRC research project: “Crossmodal Interactive Tools for Inclusive Learning” (EP/N00616X/2). The project aim is to investigate novel multisensory learning and teaching technologies that support inclusive education for visually-impaired and sighted children in mainstream schools. We use an iterative user-centred approach combining participatory design activities with empirical research into multisensory and crossmodal interaction to find out how different senses can be effectively integrated with visual capabilities to support inclusive learning. We are engaged with local schools to design, implement and research augmented multisensory tools for teaching and learning purposes, focusing on accommodating curriculum requirements and social processes surrounding collaborative learning. Continue reading

Join CRITICAL project: Postdoctoral position

[Note: This position is closed]

We have a 3-years postdoctoral position available at the Bristol Interaction Group, Department of Computer Science, University of Bristol, UK. The selected candidate will work on the EPSRC “Crossmodal Interactive Tools for Inclusive Learning” project, which aims at investigating novel multisensory learning and teaching technologies that supports inclusive interaction between visually-impaired and sighted children in mainstream schools. Continue reading

Study 1 | Eliciting Requirements: Learning from teachers and pupils

A large proportion of visually impaired children in the UK are educated in mainstream schools, typically in the form of one or two learners in a class of fully sighted peers. We are interested in developing technology that can make group learning activities in mixed classrooms more inclusive of visually impaired pupils.

If you are from a mainstream school that includes visually impaired pupils, a teacher, a SENCO, or part of a support service, if you are a visually impaired or sighted pupil (or their parent), then we need your help to learn more about the experience of inclusive education. Your input will help us gain insights into how novel inclusive learning technologies should be developed
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