Utilizing Multimodal Approaches for Teaching Newton’s Laws to a Student with Learning Difficulties - Dyslexia

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Published: Apr 17, 2026
DOI: https://doi.org/10.12681/codiste.9785
Keywords:
conceptual change instructional intervention learning difficulties - dyslexia multimodality Newton's laws
Paraskevi Antonakopoulou
University of Patras
Charilaos Tsihouridis
University of Patras
https://orcid.org/0000-0002-1841-9083
Dennis Vavougios
University of Thessaly
https://orcid.org/0000-0002-3552-2496
Abstract

The teaching approach to Newton's Laws, as pillars of Newtonian Mechanics, presents particular challenges, especially when focused on students with learning difficulties due to the abstract nature of the concepts involved. This study investigates the effectiveness of multimodal teaching approaches to Newton's Laws in a dyslexic student within an educational framework designed to identify and manage alternative ideas. Specially designed teaching interventions incorporating multimodal/multi-sensory features (visual, auditory, tactile) were utilized and evaluated. These interventions were based on real and virtual experiments, models, videos, and hands-on activities using simple materials. The results revealed a significant positive impact on the modification of the student's alternative conceptions and her understanding of new concepts. This also considerably increased her active engagement and significantly reduced her particular difficulties in comprehending and decoding/processing texts. The study demonstrates the necessity of implementing multimodal/differentiated teaching practices, broadly addressing learning needs and providing equitable access to knowledge for all students.

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