A learning experience design model for whole-child development in kindergarten : based on learning trajectories and universal design for learning principles in technology-enhanced environments
View/
Keywords
Whole child development ; Learning experience design ; Movement-based learning ; Multimodal learning stations ; Learning trajectories ; Universal design for learningAbstract
This dissertation explores the integration of a new Learning Experience (LX) design model aimed at supporting holistic development in early childhood education, particularly in Kindergarten, drawing on the principles of Universal Design for Learning (UDL) and learning trajectories. While academic achievement is traditionally viewed through a cognitive lens, there is increasing recognition that social, emotional, and physical development are equally critical. The concept of whole child development is fundamental to creating inclusive and equitable education systems. The LX design proposed in this study responds to the growing need for multimodal teaching and learning approaches that cater to the whole child. It integrates technology in a way that is both purposeful and pedagogically sound, emphasizing that effective technology use in education depends on the tools, the learning context, and the educator's strategies. The dissertation highlights the importance of teacher guidance and instructional support in maximizing the potential of digital tools, while also addressing challenges related to alignment with state standards, resource creation, and the assessment of digital pedagogical value. The study is structured around three (3) empirical case studies conducted in authentic educational settings. The first case study evaluates the effectiveness of multimodal learning stations within the LX design, revealing that such stations create interactive and conducive learning environments. Key findings include the promotion of positive classroom behaviors, enhanced academic performance, increased student motivation, particularly for those with concentration difficulties, and the importance of clear instructions and well-defined activities. The study also highlights the role of innovative teaching approaches in fostering holistic growth and creating inclusive learning environments. The second case study explores the implementation of multimodal learning stations as a core curriculum tool, yielding significant improvements in academic achievement, cognitive development, and social-emotional skills. Students demonstrated higher proficiency in critical mathematical skills, and teachers reported positive attitudes toward the LX design, noting its effectiveness and ease of integration. The study underscores the LX design's ability to seamlessly facilitate multimodal learning, resulting in high levels of student engagement and improved classroom dynamics. The third case study investigates the potential of the LX design in special education and distance learning contexts. The findings show considerable improvements in student performance, attention, autonomy, and motivation. The use of both synchronous and asynchronous learning methods was identified as a critical factor for the success of online interventions. The LX design enabled children to exercise diverse skills, including academic, cognitive, motor, and socio-emotional areas, highlighting its adaptability and effectiveness in various educational settings. The conclusions drawn from these case studies demonstrate the LX design's ability to foster a holistic learning environment that supports comprehensive child development across cognitive, social-emotional, and physical domains. This dissertation makes two key contributions. First, it introduces a novel and well-structured LX design model tailored to support holistic development in kindergarten through the integration of multimodal educational technologies. Second, the dissertation presents a systematic mixed-methods evaluation approach, drawing on both qualitative and quantitative data to validate the effectiveness of the LX model. The findings of this dissertation offer a foundation for further research and practical application, guiding educators and learning designers in implementing holistic approaches within authentic classroom settings.
Department
Σχολή Τεχνολογιών Πληροφορικής και Επικοινωνιών. Τμήμα Ψηφιακών ΣυστημάτωνNumber of pages
132Language
EnglishCollections
Except where otherwise noted, this item's license is described as
Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα
Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα