Monica Gori graduated in Psychology at the University of Florence in 2004 (cum laude). From 2004 to 2009 she worked at the CNR of Pisa in David Burr’s Laboratory. She did her PhD (in January 2009) on Humanoid Technologies at the Italian Institute of Technology University of Genoa supervised by Giulio Sandini and David Burr. In 2008 she worked in Martin Banks lab (Berkeley, California). During her PhD she interacted with a strong multidisciplinary environment starting collaborations with engineers and clinical institutes (e.g. Chiossone Institute and Stella Maris Institute). She also started important collaborations with prof. Juergen Konczac (Minnesota University, USA) and with prof. Melvin Goodale (Ontario University, Canada). She is now tenure track at U-Vip Unit (Unit for Visually Impaired People) in IIT. Monica Gori is an expert of development, multisensory integration, sensory-motor perception, visual disability and spatial perception. The impact of her work on the scientific community can be summarized by 41 international papers, 2 book chapters and many conferences' abstracts. Internationally accepted indices of impact and productivity shows that her work has received 421 citations, leading her to an H-index of 11 in Scopus. In 2014, she was awarded the ABBI project (FP7, ICT-2013.5.3, contribution of about 2 millions) and in 2016 she was awarded the WeDraw project (H20202, ICT 22-2016, contribution of about 2.5 millions). In both she is the scientific coordinator. One of her works has been listed in faculty of 1000 (Gori et al. Curr Biol, 2008) and in 2012 she won the TR35 price for young innovators.
more information at:
WeDRAW Exploiting the best sensory modality for learning arithmetic and geometrical concepts based on multisensory interactive Information and Communication Technologies and serious games
ABBI - Audio Bracelet for Blind Interactions
The main problem addressed in my research is to study how unisensory and multisensory perceptual capabilities change and interact during development in children with and without disabilities. The goal of such activity is to exploit this knowledge to understand the brain, to create new rehabilitation programs and to develop new mechatronic devices to increment sensory-motor abilities of children with sensory disabilities. I’m investigating not only how different sensory modalities are integrated during development but also how the absence of one modality, in children with sensory disabilities, can impact on other modalities that are not impaired (Gori et al. Current Biology, 2008; Gori et al. Frontiers 2012; Gori et al. Developmental Science 2012; Burr et al. 2011; Burr & Gori 2011; Gori et al. Current Biology, 2010; Gori et al. NeuroPsycholgia 2012).
In february 2014 started the european project ABBI (http://www.abbiproject.eu/, of which I am the coordinator).
The aim of ABBI is the development of a new technology based on sensory-motor rehabilitation for visual impaired children. The ABBI project is a three-years long project and starts in February 2014. In patricular ABBI aims at develop a rehabilitative technology that exploits the neural mechanisms that are naturally used by our sensory and motor systems and that does not require additional learning and attentional resources.
In January 2017 started the european project WeDRAW "Exploiting the best sensory modality for learning arithmetic and geometrical concepts based on multisensory interactive Information and Communication Technologies and serious games" (http://www.wedraw.eu/ of which I am the coordinator).
The weDRAW project comes from the renewed neuroscientific understanding of the role of communication between sensory modalities during development: specific sensory systems have specific roles to learn specific concepts. Starting from these results, in weDRAW we will develop an multisensory technology and three serious games that will exploit the best modality for learning arithmetic and geometrical concepts.
In particular weDRAW:
- will provide the elements to the teacher to determine which is the best modality (visual, audio or haptic) to teach each specific concepts to the students;
- will provide the technology to exploit the best sensory signal;
- will permit to teach different concepts together. This will be possible by using a multisensory approach, that will open a new teaching/learning channel, personalized for each student, based on multisensory interactive technology (i.e., audio, tactile, motor and visual), including a serious game platform.
- will show that it is possible to learn arithmetical concepts from multisensory rhythm exploration and music and geometrical concepts from body movement and multisensory drawing.
- will permit a “deeper learning of Science and Mathematics combined with Arts” improving creative capacities of learners.
Besides application to typical children, a major goal and output of this project consists of applying the proposed multisensory approach and technologies to two specific populations: visually impaired and dyslexic children. In particular, dyslexic children have problems with rhythm, whereas visually impaired children have problems with space and geometry. With weDRAW we expect to improve the spatial and temporal impairments of these two groups of children braking down social barriers