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<p>While the value of multimodal learning experiences is well articulated in the literature, rich examples of learning experience (LX) design aiming to guide research and practice in authentic school classrooms are currently lacking. This study’s first objective was to provide a comprehensive account of the LX design process, aimed at enhancing multimodal learning in kindergarten education. With the aid of two kindergarten teachers, we followed a learning design approach that blended established instructional frameworks such as the learning via multiple representations, the learning stations, and the learning trajectories. This study’s second objective was to conduct an evaluation study. The LX design was implemented with the two teachers and their 33 kindergarten students to assess its effectiveness. Both quantitative and qualitative data were employed for triangulation of the evidence. The study contributes to the literature by offering a replicable LX design framework that addresses calls for structured integration of multimodal digital resources in early childhood education. Furthermore, findings from the evaluation study shed light on teachers’ positive perceptions of the multimodal learning experience based on observed students’ behaviours and achievement. This work is a step forward in addressing a need for LX designs that can facilitate seamless multimodal learning in early childhood.</p>

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A learning experience design framework for multimodal learning in the early childhood

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月18日

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  • Valeria Aloizou,
  • Andri Ioannou,
  • Michael Boloudakis,
  • Symeon Retalis

摘要

While the value of multimodal learning experiences is well articulated in the literature, rich examples of learning experience (LX) design aiming to guide research and practice in authentic school classrooms are currently lacking. This study’s first objective was to provide a comprehensive account of the LX design process, aimed at enhancing multimodal learning in kindergarten education. With the aid of two kindergarten teachers, we followed a learning design approach that blended established instructional frameworks such as the learning via multiple representations, the learning stations, and the learning trajectories. This study’s second objective was to conduct an evaluation study. The LX design was implemented with the two teachers and their 33 kindergarten students to assess its effectiveness. Both quantitative and qualitative data were employed for triangulation of the evidence. The study contributes to the literature by offering a replicable LX design framework that addresses calls for structured integration of multimodal digital resources in early childhood education. Furthermore, findings from the evaluation study shed light on teachers’ positive perceptions of the multimodal learning experience based on observed students’ behaviours and achievement. This work is a step forward in addressing a need for LX designs that can facilitate seamless multimodal learning in early childhood.