Abstract
Designing for both typical and atypical groups is pivotal for achieving inclusivity. Atypical groups mainly include children with learning disabilities such as dyslexia, dyspraxia, and dysgraphia. Dyspraxia is one of the toughest atypical groups to regulate in a normal classroom, as they are kinetic and tactile learners. In the current scenario, a reinforcement technique is used to teach them subjects like geometry where they are shown shapes or figures and the composition is memorized. This can impart short-term memory but would not improve visual intelligence in identifying other objects. No significant changes have been introduced for the learning and evaluation of these children, and for improving their visual intelligence, hence, there is a severe need for design intervention in this area. One of the important questions asked was, how can we devise a learning technique for children suffering from dyspraxia and improve their visual intelligence? The main objective of this research is to find out a technique to help children understand spatial relationships between different objects, construct them and track their visual intelligence in accordance with the same. With the research findings, a learning toy named “Tomo” has been devised that uses glyph-based visualization to improve the overall shape and form comprehensibility. It is also equipped with intelligent assistance through a mobile application that would allow the parents and teachers to track the improvement in children.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Pecsok, M., Igelstrom, K., Kim, N.Y., Kastner, S.: Divergent Development in Dyspraxic Children. Princeton University (2020)
Miller, B., Vaughn, S., Freund, L.: Learning disabilities research studies: findings from NICHD funded projects. Natl. Libr. Med. 225–231 (PMC4255958) (2015)
Nemeroff, C.B., Weinberger, D., Rutter, M., MacMillan, H.L., Bryant, R.A., Wessely, S., Stein, D.J., Pariante, C.M., Seemüller, F., Berk, M., Malhi, G.S., Preisig, M., Brüne, M., Lysaker, P. DSM-5: a collection of psychiatrist views on the changes, controversies, and future directions. BMC Med. 11(202) (2013)
Byerley, A., Davis, A.S.: Constructional apraxia. In: Encyclopedia of Clinical Neuropsychology, Part 3, pp. 695–697. Springer, New York (2011)
Borgo, R., Kehrer, J., Chung, D.H.S., Maguire, E.: Glyph-based visualization: foundations, design guidelines, techniques and applications. In: Eurographics State of the Art Reports (2013)
Lie, A.E., Kehrer, J., Hauser, H.: Critical design and realization aspects of glyph-based 3D data visualization. In: Spring Conference on Computer Graphics (2009)
Ying, L., Shu, X., Deng, D.: MetaGlyph: Automatic Generation of Metaphoric Glyph-Based Visualization. IEEE (2022)
Meachon, E.J.: An investigation of dyspraxia: what we know and why the research is so far behind. Research Gate 7 (2017)
Elcombe, E.:Effects of Practical Life Exercises on Fine Motor Development in a Montessori. Masters Paper, University of Wisconsin, Wisconsin
Mozaz, M.J.: Ideational and ideomotor apraxia: a qualitative analysis. Behav. Neurol. (n.d.)
Jankovic, J.: Constructional apraxia. In: Bradley and Daroff’s Neurology in Clinical Practice, 4th edn. Fundamental Neuroscience (2013)
Hestbaek, L., Andersen, S.T., Skovgaard, T., Olesen, L.G., Elmose, M., Bleses, D., Andersen, S.C., Lauridsen, H.H.: Influence of motor skills training on children’s development evaluated in the Motor skills in PreSchool (MiPS) study-DK: study protocol for a randomized controlled trial, nested in a cohort study. BMC (2017, August)
Sorgente, V., Cohen, E.J., Bravi, R., Minciacchi, D.: Crosstalk between gross and fine motor domains during late childhood: the influence of gross motor training on finemotor performances in primary school children. MDPI (2021)
Dehghan, L., Mirzakhani, N., Rezaee, M., Tabatabaee, M.: The relationship between fine motor skills. Dranian Rehabil. J. 15(4), 8 (2017)
Olbert, C.M., Gala, G.J.: Supervenience and psychiatry: are mental disorders. J. Theor. Philos. Psychol. 35(4), 203–219 (2015)
Sreenidhi, S., Helena, T.C.: Styles of learning VAKT. Int. J. Innov. Res. Multidisc. Field 3(4) (2017)
Hardiana, M.T.A.N.: The effectiveness of VAK (visual, auditory, kinesthetic) model in learning of summary writing (n.d.)
Syahputri, D.: The effect of multisensory teaching method on the students’ reading achievement. Budapest Int. Res. Crit. Linguist. Educ. (BirLE) J. 2(1), 2019 (2022)
Cermak, S., Mitchell, T.W.: Sensory integration. In: Treatment of Language Disorders in Children, pp. 435–469. Brookes Publishing (2006)
White-Lewis, S.: Equine-assisted therapies using horses as healers: a concept analysis. Natl. Libr. Med. 7(1), 58–67 (2019)
Gupta, R.: Color therapy in mental health and well being. Int. J. Res. Educ. Sci. Methods (IJARESM) 9(2) (2021)
Chandio, M.T., Pandhiani, S.M., Iqbal, R.: Article bloom’s taxonomy: improving assessment and teaching-learning process. J. Educ. Educ. Dev. 3(1), 11 (2017)
Colombo, J.: The development of visual attention in infancy. Annu. Rev. Psychol. 52(1), 37–67 (2001)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this paper
Cite this paper
Archana, C.S., Roy, A. (2023). Designing a Learning Toy for Children with Constructional Dyspraxia to Improve Their Visual Intelligence. In: Chakrabarti, A., Singh, V. (eds) Design in the Era of Industry 4.0, Volume 1. ICORD 2023. Smart Innovation, Systems and Technologies, vol 343. Springer, Singapore. https://doi.org/10.1007/978-981-99-0293-4_15
Download citation
DOI: https://doi.org/10.1007/978-981-99-0293-4_15
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-99-0292-7
Online ISBN: 978-981-99-0293-4
eBook Packages: EngineeringEngineering (R0)