[{"data":1,"prerenderedAt":44},["ShallowReactive",2],{"$f-bsTYbk2QB09h3yOaUiXUBoLY2uE-xPiawHbDjyr6Yo":3},[4,11,17,23,29,34,40],{"title":5,"venue":6,"year":7,"link":8,"type":9,"abstract":10},"Bridging Climbing and Interactive Smart Spaces for Children","Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies",2025,"https://doi.org/10.1145/3770646","article-journal","Interactive Smart Spaces (ISSs)-digitally enhanced physical environments that respond to users' movements and gestures with multisensory stimuli-have been proposed as promising platforms to enhance children's social and cognitive skills. However, most existing approaches have focused on low-intensity physical activities. Evidence from exergame research and studies in medicine, psychology, neuroscience, and sports sciences suggests that incorporating medium-to-high physical activity can further improve cognitive and social outcomes.; AB@This paper investigates how such physical intensity can be integrated into ISSs to potentially enhance user engagement, social interaction, and inclusion. We introduce a novel approach that extends traditional ISS interactions with Augmented Climbing, where a climbing wall serves as a large interactive surface, with sensorized handholds and footholds acting as interaction affordances. Climbing was chosen for its established physical, cognitive, and social benefits. We present the enabling technologies, describe an interactive game experience designed for primary school children (both typically developing and atypically developing), and discuss the co-design process and strategies to support accessibility and inclusion. Finally, we report on two empirical studies (N= 12 and N = 113), whose findings indicate that integrating Augmented Climbing increases perceived task difficulty but also enhances verbal communication between players-an indicator of deeper social engagement.; AB@The physical and technological infrastructure of ISSs, when integrated with Augmented Climbing, serves as a flexible research tool for exploring a wide range of child-experience research topics and for advancing our understanding of how interactive experiences that combine multisensory stimuli and interactions with varying levels of physical intensity can support cognitive development, social interaction, and inclusion.",{"title":12,"venue":13,"year":7,"link":14,"type":15,"abstract":16},"Supporting Children with Linguistic Vulnerabilities Through Advanced, Theory-Driven Technological Solutions: The TELMÌ Approach for Italian children with DLD and Children with Italian as L2","Proceedings del XIV Convegno Annuale AIUCD2025","https://doi.org/10.6092/unibo/amsacta/8380","paper-conference","ENGLISH) This paper presents the early stages of a research project employing advanced technological solutions to improve language skills in two groups of 5– to 8-year-old children with linguistic vulnerabilities: those with Developmental Language Disorder (DLD) and those with Italian as a second language (L2). Although both groups may exhibit similar linguistic difficulties, the underlying causes are distinct, necessitating tailored interventions. Currently, the lack of appropriate linguistic support interventions and normative data for L2 learners underscore the urgent need to investigate how learning processes differ between the two groups to develop more targeted training programs. Another major challenge in conventional speech therapy is the reliance on traditional, paper-based methods, often perceived as stressful and unengaging by children. These methods frequently overlook the broader cognitive, social, and emotional context of language, and can be costly and logistically demanding for many families. To address these limitations, this study introduces a multi-week training program delivered through an innovative technological platform called TELMÌ, which is grounded in solid theoretical principles from speech therapy and psycholinguistics. TELMÌ aims to foster children’s morphosyntactic skills through interactive storytelling deliverable through two distinct modalities: a tablet-based web application and an immersive, interactive multisensory system known as the Magic Room. This study has two main objectives: (1) to assess whether children in the DLD and L2 groups show improvements in their linguistic skills and, if so, to examine the qualitative and quantitative differences in their learning; (2) to explore whether the delivery format (tablet vs. Magic Room) yields distinct outcomes. Findings will inform the design of specialized, context-aware interventions for each population and shed light on the potential benefits of integrating technology into speech therapy.",{"title":18,"venue":19,"year":20,"link":21,"type":22,"abstract":-1},"Assessment Dinamico computerizzato per la rilevazione del rischio di disturbi della lettura nei bambini bilingui","Giornate Clasta XIV edizione",2024,"#","speech",{"title":24,"venue":25,"year":26,"link":27,"type":9,"abstract":28},"Remote Screening for Developmental Language Disorder in Bilingual Children: Preliminary Validation in Spanish–Italian Speaking Preschool Children","Applied Sciences",2023,"https://doi.org/10.3390/app13031442","Due to the difficulties in differentiating bilingual children with Developmental Language Disorder (DLD) from bilingual children with temporary language difficulties that may be caused by heterogeneous language input, language assessments of bilingual children are challenging for clinicians. Research demonstrates that assessments of bilingual children should be in all the languages a bilingual child speaks. This can be arduous for clinicians, but computerised screening approaches provide potential solutions. MuLiMi is a new web-based platform designed to automatise screening procedures for bilingual children at risk of DLD. To validate this procedure and investigate its reliability, 36 Spanish-speaking children, aged 4–6 years old, living in Italy, were tested remotely using the Italian–Spanish MuLiMi DLD screening. Sixteen of the participants were previously diagnosed with DLD. L2 (second or societal language) as well as L1 (first or family language) language abilities in static (nonword repetition, grammaticality judgement, and verb comprehension) as well as dynamic tasks (dynamic novel word learning) were assessed. Speed and accuracy of the children’s responses were automatically recorded (except nonword repetition). Significant associations emerged between the results obtained in the screening tasks when comparing them to parental questionnaires and standardised tests. An exploratory analysis of the diagnostic accuracy indicates that the single screening scores as well as the overall total score significantly contribute to DLD (risk) identification.",{"title":30,"venue":31,"year":26,"link":32,"type":15,"abstract":33},"Multisensory Climbing in the Magic Room","Human-Computer Interaction – INTERACT 2023","https://doi.org/10.1007/978-3-031-42293-5_68","Multisensory Environments have been focused on use cases centered on learning skills and cognitive rehabilitation, which limits physical exercise to be a means rather than an end. A novel solution to this problem comes from Sensorized Climbing Walls, which will allow UX designers to explore a previously unexplored interaction mode using the entire wall as an interactive surface and suggest physical activities with a clear and central physical rehabilitation goal. Research on Sensorized Climbing Walls to date has mainly focused on measurement for enhancing performance. Merging Sensorized Climbing Walls and Multisensory Environments, new opportunities arise to offer more playful experiences to better engage patients in otherwise strenuous exercise routines. The two technologies have proven valuable assets to support children with disabilities and offer complementary sets of stimuli. The development of this new integrated system will open up a new field of study for multisensory physical rehabilitation, Multisensory Environments, and climbing therapy.",{"title":35,"venue":36,"year":37,"link":38,"type":9,"abstract":39},"Remote Dyslexia Screening for Bilingual Children","Multimodal Technologies and Interaction",2022,"https://doi.org/10.3390/mti6010007","Ideally, language and reading skills in bilingual children are assessed in both languages spoken in order to avoid misdiagnoses of communication or learning disorders. Due to limited capacity of clinical and educational staff, computerized screenings that allow for automatic evaluation of the children’s performance on reading tasks (accuracy and speed) might pose a useful alternative in clinical and school settings. In this study, a novel web-based screening platform for language and reading assessment is presented. This tool has been preliminarily validated with monolingual Italian, Mandarin–Italian and English–Italian speaking primary school children living and schooled in Italy. Their performances in the screening tasks in Italian and—if bilingual—in their native language were compared to the results of standardized/conventional reading assessment tests as well as parental and teacher questionnaires. Correlations revealed the tasks that best contributed to the identification of risk for the presence of reading disorders and showed the general feasibility and usefulness of the computerized screening. In a further step, both screening administrators (Examiners) and child participants (Examinees) were invited to participate in usability studies, which revealed general satisfaction and provided suggestions for further improvement of the screening platform. Based on these findings, the potential of the novel web-based screening platform is discussed.",{"title":41,"venue":-1,"year":-1,"link":42,"type":43,"abstract":-1},"Full Text PDF","https://dl.acm.org/doi/pdf/10.1145/3770646","article",1766688461989]