Multisensory design principles are increasingly seen as central in the design of technologies for learning, communication, and affective regulation. Multisensory integration, the process by which we combine information from different senses, develops rapidly in the preschool years, shaping processes of perception and sense-making. In particular, this may impact cross-sensory correspondence, how perceptions in different sensory modalities influence one another, a key issue in multisensory design. To date, little is known about cross-sensory correspondences in preschool-aged children (2-4 years). We present a study with 26 preschoolers examining smell–touch–emotion correspondences through playful cross-sensory tasks. We found significant correspondences between sensory modalities and between sensory modalities and affective judgements. Further analysis revealed association strategies underpinning these mappings. We contribute empirical insights into cross-sensory correspondences in early childhood, design guidelines for creating sensory interfaces that align with how preschoolers integrate sensory input, and a replicable method for probing cross-sensory cognition in this age group.
ACM CHI Conference on Human Factors in Computing Systems