Fun learning in inclusive education: an approach using Beauty Technology, a tangible artefact, and affective states evaluation

Abstract

The difficulty in reading and interpreting the text has been a common problem in several types of intellectual disability, such as autism and dyslexia. Moreover, it triggers numerous damages to students throughout their academic life. However, this work presents an approach to the inclusive learning of reading, using beauty technology, a playful activities box, and an emotional assessment tool. To verify the approach’s applicability, we tarried out a learning workshop with six students with some literacy difficulty in elementary school. The results showed that the playful experience of nails with the activity box and the tangible evaluation of use could make students feel good when practicing a challenging discipline.