Design Research on an Educational Gamified Multisensory Interactive Experience Device for Children with Sensory Integration Dysfunction

Abstract
This study focuses on the multisensory participation needs of preschool children aged 3–6 with sensory integration dysfunction in educational activities. It explores how multisensory training tasks can be organized through educational gamification and designs an interactive device that simultaneously supports children’s participation, teachers’ implementation, and family-based extension. On the basis of reviewing research on sensory integration difficulties, educational games, and multisensory learning, the study combines field observation, parent and teacher interviews, design translation, and prototype testing to address three key questions: how to enhance children’s willingness to participate, how to strengthen activity feedback, and how to support application in educational settings. Based on the preliminary investigation, issues such as children’s low initiative, teachers’ difficulty in sustaining attention, and the large spatial footprint and poor quantifiability of home training were translated into a level-based game structure, multimodal real-time feedback, and compact composite training modules. This process ultimately led to a prototype of an educational gamified multisensory interactive device composed of precision matching, material blocks, and gesture interaction. The study argues that the device is particularly suitable as a short-duration, high-feedback, and easy-to-deploy experiential educational support tool for training and activity scenarios. It may also serve as a design case linking preschool education, family activities, and individualized support, thereby offering new ideas for the educational participation and multisensory learning of children with sensory integration difficulties.

Keywords
sensory integration dysfunction, preschool children, educational games, multisensory interaction, interactive device design

Cite this paper
Jiayu Chen, Yulin Zhao, Design Research on an Educational Gamified Multisensory Interactive Experience Device for Children with Sensory Integration Dysfunction , SCIREA Journal of Education. Volume 11, Issue 2, April 2026 | PP. 30-44. 10.54647/education880662

References

[ 1 ]	Acuña, C., Gallegos-Berrios, S., Barfoot, J., Meredith, P., & Hill, J. (2025). Ayres Sensory Integration® with children ages 0 to 12: A systematic review of randomized controlled trials. American Journal of Occupational Therapy.
[ 2 ]	Bartan, S., & Alisinanoğlu, F. (2024). Preschool teachers' views on sensory education. Southeast Asia Early Childhood Journal, 13(1), 81–94.
[ 3 ]	Chien, C.W., Rodger, S., Copley, J., Branjerdporn, G., & Taggart, C. (2016). Sensory processing and its relationship with children's daily life participation. Physical & Occupational Therapy in Pediatrics, 36(1), 73–87.
[ 4 ]	Critz, C., Blake, K., & Nogueira, E. (2015). Sensory processing challenges in children. Journal of Nurse Practitioners, 11(7), 710–716.
[ 5 ]	Di Fuccio, R., Ponticorvo, M., Nadim, M. A., & Limone, P. (2025). Exploring the effect of digital and multisensory educational materials on retention in primary school using tangible user interfaces. Interactive Learning Environments, 33(4), 2928–2938.
[ 6 ]	Dunn, W., Little, L., Dean, E., Robertson, S., & Evans, B. (2016). The state of the science on sensory factors and their impact on daily life for children: A scoping review. OTJR: Occupation, Participation and Health, 36(2 Suppl), 3S–26S.
[ 7 ]	Fernandes, B.A., Reis, H.I.D.S., Pereira, A.P.D.S., & Lucas, C.C. (2024). Sensory processing in a child’s routines: An exploratory study. Investigação Educacional.
[ 8 ]	Gallud, J.A., Carreño, M., Tesoriero, R., Sandoval, A., Lozano, M.D., Durán, I., Penichet, V.M.R., & Cosio, R. (2023). Technology-enhanced and game-based learning for children with special needs: A systematic mapping study. Universal Access in the Information Society, 22, 227–240.
[ 9 ]	Kosmas, P., Ioannou, A., & Retalis, S. (2018). Moving bodies to moving minds: A study of the use of motion-based games in special education. TechTrends, 62(6), 594–601.
[ 10 ]	Lin, L.Y. (2020). Activity participation and sensory processing patterns of preschool-age children with autism spectrum disorder. American Journal of Occupational Therapy,74, 7406345010.
[ 11 ]	Lucas, C.C., Pereira, A.P.D.S., Almeida, L.D.S., & Bellefeuille, B.I. (2024). Assessment of sensory integration in early childhood: A systematic review to identify tools compatible with family-centred approach and daily routines. Journal of Occupational Therapy, Schools, & Early Intervention, 17(3), 419–465.
[ 12 ]	Nielsen, A.N., Brandt, Å., & La, C.K. (2021). Exploration of sensory processing difficulties among children attending primary school in Denmark. Occupational Therapy International, 2021, 8893345-8893345.
[ 13 ]	Piller, A., & Pfeiffer, B. (2016). The sensory environment and participation of preschool children with autism spectrum disorder. OTJR: Occupation, Participation and Health, 36(3), 103–111.
[ 14 ]	Tlili, A., Denden, M., Duan, A., Padilla, Z.N., Huang, R., Sun, T., & Burgos, D. (2022). Game-based learning for learners with disabilities: What is next? A systematic literature review from the activity theory perspective. Frontiers in Psychology, 12, 814691-814691.