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.
Chen et al. (Sun,) studied this question.
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