Products can monitor the temperature of a learning environment and provide suggestions to maintain the optimal temperature for a learner.
Menbet, A. A. (2018). The use of effective strategies to improve Saudi EFL dyslexic learners' writing skills. Theory and Practice in Language Studies, 8(12), 1611-1621.
Bowen, S. K., & Baker, S. (2022). Family engagement: Developing partnerships for d/Deaf and hard of hearing multilingual learners. In Deaf and Hard of Hearing Multilingual Learners (pp. 30-66). Routledge.
They can also provide the option for learners to show their work and thinking on a number line when solving problems.
Developers can make reading more accessible to different kinds of learners by adding options like text magnification or colored overlays to their screens.
National Academies of Sciences, Engineering, and Medicine. (2018). English learners in STEM subjects: Transforming classrooms, schools, and lives. Washington, DC: The National Academies Press.
Teachers can choose videos their learners can connect with to see and discuss abstract SEL topics in a more concrete way.
By giving feedback and engaging with students, teachers can better understand learners' thought processes.
Van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing: Literature review and synthesis. Educational Psychology Review, 17(4), 285-325.
Likourezos, V. & Kalyuga, S. (2019). The variability effect in high and low guidance instruction: A cognitive load perspective. In G. Hine, S. Blackley, & A. Cooke (Eds.). Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia), 444-451.
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