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Updated: Feb 8, 2026

Electrically Evoked Stapedius Reflex Measurements in Cochlear Implantation and Its Application in the Postoperative Fitting Process
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Designing Interactive Experiences for Children with Cochlear Implant.

Sandra Cano1, Leandro Flórez-Aristizábal2,3, César A Collazos4

  • 1Multimedia Program, Universidad San Buenaventura Cali, 760032 Cali, Colombia. sandra.cano@gmail.com.

Sensors (Basel, Switzerland)
|July 6, 2018
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Summary

Teachers are using mobile devices in classrooms to enhance learning. Interactive systems using real objects were developed for children with hearing impairments, showing positive results in their education.

Keywords:
children with cochlear implantinteractive experiencesinteractive systemstechnology

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Area of Science:

  • Educational Technology
  • Human-Computer Interaction
  • Special Education

Background:

  • Information and Communication Technologies (ICTs) are increasingly integrated into education.
  • Mobile devices like tablets and smartphones are used as motivational tools in classrooms.
  • Designing interactive digital experiences for children with special needs, such as hearing impairments, presents unique challenges.

Purpose of the Study:

  • To design and implement two novel interactive systems for children with hearing impairments.
  • To evaluate the effectiveness of these systems in supporting the teaching-learning process.
  • To explore non-traditional interaction methods using real objects within digital educational tools.

Main Methods:

  • The study involved analysis, design, and implementation stages for two interactive systems: PHONOMAGIC and CASETO.
  • Children with cochlear implants participated in the evaluation of these systems.
  • The research was conducted in collaboration with the Institute of Blind and Deaf Children of Valle del Cauca, Colombia, and the ASPAS Institute, Mallorca, Spain.

Main Results:

  • Positive outcomes were observed from the evaluation of the PHONOMAGIC and CASETO systems.
  • The use of tangible, real-world objects significantly influenced the children's interaction environment.
  • Children demonstrated enhanced exploration and manipulation of objects within the game-based learning context.

Conclusions:

  • Interactive systems incorporating real objects can positively impact the educational experience for children with hearing impairments.
  • Non-traditional interaction methods can effectively support the teaching-learning processes for this demographic.
  • The developed systems, PHONOMAGIC and CASETO, show promise for special education technology.