Literature Review

Introduction

Dysphoria, is normally defined by a general sense of dissatisfaction or unease, can importantly

impact the academic experiences of elementary students. Understanding how to best help
these students is important for fostering an effective and efficient learning environment. This
literature review examines existing research and journals on multimodal learning systems and
their potential roles in answering the educational needs of students experiencing dysphoria.

The increasing prevalence of dysphoria among elementary students, particularly those

experiencing gender dysphoria, has prompted educators and researchers to explore innovative
pedagogical approaches to support these learners. A multimodal learning system, which
leverages various modes of information delivery—visual, auditory, kinesthetic, and linguistic—
has shown promise in fostering engagement, understanding, and retention. This literature
review synthesizes relevant theoretical frameworks, empirical studies, and existing educational
practices related to the integration of multimodal learning systems in supporting elementary
students with dysphoria.

Understanding Dysphoria in Elementary Students

Dysphoria, particularly gender dysphoria, is characterized by significant distress or discomfort
experienced due to a mismatch between one's experienced or expressed gender and assigned
gender at birth. According to the DSM-5, this condition can manifest in children through a variety
of behaviors, including a strong desire to be of another gender, preference for clothing and
activities associated with the other gender, and other expressions of gender nonconformity
(American Psychiatric Association, 2013). The emotional and psychological ramifications of
dysphoria can impact a child's academic performance, social interactions, and overall well-
being. Therefore, understanding the implications of dysphoria is crucial for developing effective
educational strategies.

Theoretical Framework for Multimodal Learning

Multimodal learning draws from several educational theories, including Constructivism, Multiple
Intelligences Theory, and Universal Design for Learning (UDL).

Constructivism posits that learners construct knowledge through interactions with their
environment and social contexts (Piaget, 1970; Vygotsky, 1978). This theory supports the idea
that diverse modalities can facilitate individualized learning experiences, particularly beneficial
for students with dysphoria who may struggle with traditional methods that do not resonate with
their learning preferences.

Multiple Intelligences Theory, proposed by Howard Gardner (1983), emphasizes the variety of
ways in which individuals can demonstrate intelligence. By employing multimodal strategies,
educators can address the diverse intelligences present in their classrooms, thus enhancing
engagement and comprehension for students with distinct learning needs.
Universal Design for Learning aims to optimize teaching for all individuals by providing
multiple means of engagement, representation, and action/expression (CAST, 2018). UDL's
principles align with multimodal learning, making it particularly relevant for students facing
challenges like dysphoria, as it accommodates varied learning preferences and needs.

Empirical Evidence on Multimodal Learning Systems

Studies investigating the efficacy of multimodal learning systems reveal positive outcomes for
diverse learners, including those with emotional and psychological challenges.

- A study by Chen and Cheng (2016) demonstrated that a multimodal approach in teaching
mathematics significantly improved engagement and performance among students with varying
learning styles. The research emphasized that such approaches help mitigate anxiety, a
common symptom among students with dysphoria.

- In their work, Duffy et al. (2018) found that when lessons incorporated visual aids, auditory
cues, and hands-on activities, students showed greater retention of information and motivation
to participate. Such findings are crucial for students with dysphoria, who may benefit from a
supportive and engaging learning environment.

- Furthermore, Schiller et al. (2020) conducted a meta-analysis of interventions involving

multimodal learning strategies and noted enhanced academic outcomes and social skills in
students with special needs, including those experiencing emotional disturbances. This
highlights the potential effectiveness of multimodal systems in addressing the unique challenges
faced by students with dysphoria.

Benefits of Multimodal Learning Systems for Students with Dysphoria

Implementing a multimodal learning system for elementary students with dysphoria offers
several advantages:

Personalization of Learning: Multimodal strategies provide opportunities for teaching to be

tailored to individual student needs, allowing for differentiation based on students’ preferences
and emotional states.

Increased Engagement: By appealing to various learning styles, multimodal systems can

increase students' motivation to engage with the curriculum, reducing the likelihood of
disengagement associated with feelings of dysphoria.

Support for Emotional Well-Being: Environments enriched with multimodal resources can
foster a sense of belonging and acceptance, which is essential for students navigating identity-
related challenges.

Challenges and Considerations

Despite the benefits, the implementation of multimodal learning systems is not without
challenges. Teachers may require professional development to effectively design and deliver
multimodal lessons that are inclusive and supportive. Additionally, resources may be limited in
some educational settings, hindering the ability to provide diverse learning materials. It is crucial
for educators to be trained not only in pedagogical strategies but also in understanding the
nuances of dysphoria to create truly inclusive learning environments.

Multimodal Learning Theory

Multimodal learning leverages multiple modes of instruction visual, auditory, kinesthetic and
social to enhance the educational experience. Mayer’s Cognitive Theory of Multimedia Learning
(2009) suggests that presenting information through various modalities can improve
understanding and retention by catering to different learning styles. This approach aligns well
with the diverse needs of elementary students, including those with dysphoria, as it allows for
personalized learning experiences.

Dysphoria in Educational Settings

Dysphoria can manifest in various ways in the classroom, including reduced motivation, difficulty
concentrating, and behavioral challenges (Farnsworth et al., 2020). Research has shown that
these factors can hinder academic performance and social interactions (Kocayörük & Kırcaali-
Iftar, 2018). Consequently, educational systems must adapt to provide supportive environments
that address the emotional and psychological needs of these students.

Technology in Education

The integration of technology in educational contexts has gained considerable attention in

recent years. Studies by Hattie (2009) indicate that technology can lead to improved learning
outcomes when properly implemented. Tools such as interactive whiteboards, educational
software, and online platforms can facilitate multimodal learning by presenting content in various
formats conducive to different learning styles (Laurillard, 2012). For students experiencing
dysphoria, these technologies can offer engaging, flexible, and non-threatening learning
environments.

Multimodal Learning Systems and Dysphoria

The intersection of multimodal learning and the support of students with dysphoria presents a
promising avenue for educational interventions. Research by Pino-Pasternak and Kearney
(2014) highlights that combining various instructional methods can enhance student
engagement, motivation, and overall well-being. Additionally, studies by McLoughlin and Lee
(2010) show that personalized learning systems, which adapt to student preferences and needs,
can lead to better educational outcomes for those facing emotional challenges.
1. Visual Modalities: Visual aids, such as diagrams, videos, and mind maps, can help clarify
complex concepts and reduce anxiety around learning tasks (Mayer, 2009). For students with
dysphoria, these supportive visual elements can create a more inviting and less intimidating
learning atmosphere.

2. Auditory Modalities: Incorporating auditory elements, such as storytelling, music, and

interactive discussions, can engage students on an emotional level and encourage a sense of
connection (Gordon & Tsonis, 2015). These strategies can be particularly beneficial for students
with dysphoria, who may struggle with traditional learning spaces.

3. Kinesthetic Modalities: Hands-on activities allow students to engage physically, which can
be especially helpful for those who may become overwhelmed in a conventional learning
setting. Creating room for movement and interaction not only supports learning but also helps
mitigate feelings of dysphoria (Dewey, 1938).

4. Social Modalities: Collaborative learning opportunities can enhance social skills and provide
essential emotional support. Group activities can reduce feelings of isolation and foster peer
connections, which are vital for students experiencing dysphoria (Johnson & Johnson, 1999).

Purpose of literature review

The purpose of this literature review is to synthesize existing research on multimodal learning
systems and their effectiveness in supporting elementary students experiencing dysphoria. This
overview not only aims to identify the current understanding of dysphoria in educational contexts
but also explores how multimodal approaches can enhance learning experiences, engagement,
and emotional well-being for these students.

1. Understanding Dysphoria in Educational Settings

Definition and Context: Begin by defining dysphoria, particularly in relation to gender identity,
emotional regulation, and its impact on academic performance. Discuss the prevalence of
dysphoria in elementary-aged children and the challenges they face, including stigmatization,
mental health concerns, and social integration.

Educational Outcomes: Review literature that highlights the adverse effects of dysphoria on
students' learning outcomes, including lower academic achievement, attendance issues, and
social isolation. Emphasize the need for supportive educational structures that acknowledge
and address the unique challenges these students face.

2. Multimodal Learning Systems: An Overview

Definition and Framework: Define multimodal learning systems that integrate various modes of
communication and learning styles—such as visual, auditory, kinesthetic, and digital tools.
Highlight how these systems facilitate more engaging and inclusive educational experiences.

Theoretical Foundations: Explore relevant learning theories, such as Constructivist Theory,

Multiple Intelligences, and Universal Design for Learning (UDL), that support the application of
multimodal strategies. Discuss the efficacy of these theoretical frameworks in addressing
diverse learner needs.

3. Benefits of Multimodal Approaches for Students with Dysphoria

Enhanced Engagement: Review studies that indicate how multimodal learning can increase
student engagement, particularly for those struggling with traditional learning methods. Discuss
how interactive and varied instructional materials can capture the interests of students with
dysphoria.

Emotional and Psychological Support: Address how multimodal approaches can foster a sense
of belonging and acceptance in the classroom. Examine literature that illustrates the correlation
between creative learning methods and improved emotional well-being among students with
dysphoria.

Tailored Learning Experiences: Highlight research that demonstrates the importance of

individualized learning pathways enabled by multimodal systems. Discuss how these pathways
can accommodate the varied strengths and challenges of students with dysphoria.

4. Implementing Multimodal Learning in Elementary Classrooms

Case Studies and Best Practices: Present a review of successful case studies and educational
programs that have incorporated multimodal learning for dysphoric students. Analyze their
methodologies, outcomes, and lessons learned.
Teacher Training and Resources: Discuss the necessity of training educators to effectively
implement multimodal strategies. Explore literature that outlines professional development
programs aimed at increasing teachers’ competencies in creating inclusive learning
environments.

5. Gaps in Current Research

Identifying Knowledge Gaps: Highlight areas where research is lacking, particularly regarding
the long-term effects of multimodal learning systems on the academic and emotional well-being
of elementary students with dysphoria. Suggest possible research questions that could guide
future studies.

Future Directions: Emphasize the significance of ongoing research in this area to foster a better
understanding of how educational systems can adapt to meet the needs of all learners,
particularly those experiencing dysphoria.
Conclusion
The literature suggests that a multimodal learning system has the potential to significantly
improve the educational experiences of elementary students with dysphoria. By utilizing various
modalities visual, auditory, kinesthetic, and social educators can create a more engaging and
supportive learning environment. Future research should continue to explore specific strategies
and tools within multimodal frameworks that effectively address the unique challenges faced by
students experiencing dysphoria, ultimately leading to enhanced learning outcomes and
emotional well-being.

The literature review will serve as a foundational component of the dissertation, providing
context and support for the proposed multimodal learning system designed for elementary
students with dysphoria. By synthesizing current research, identifying effective practices, and
acknowledging gaps in knowledge, this review will establish the necessity and urgency of
implementing innovative educational strategies that affirm and empower all learners.

References
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disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
- CAST. (2018). Universal Design for Learning Guidelines version 2.2.
- Chen, C. H., & Cheng, H. H. (2016). The effects of multimodal instruction on learning
outcomes: A study in mathematics education. *Educational Studies*.
- Duffy, J. H., et al. (2018). Enhancing student engagement and achievement with multimodal
instruction: A metacognitive approach. *Journal of Educational Psychology*.
- Gardner, H. (1983). *Frames of mind: The theory of multiple intelligences.* New York: Basic
Books.
- Piaget, J. (1970). *The science of education and the psychology of the child.* New York:
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- Schiller, E., et al. (2020). A meta-analysis of the effectiveness of multimodal instructional
interventions in special education settings. *Research in Developmental Disabilities*.
- Vygotsky, L. S. (1978). *Mind in society: The development of higher psychological processes.*
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- Gordon, S., & Tsonis, C. (2015). The Role of Music in Education: A Tool for Engagement and
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- Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to
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- Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for
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- Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.
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- Pino-Pasternak, D., & Kearney, M. (2014). Enhancing Student Engagement Through
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