Sensory Dimensions of Digital Literacy: An Investigation into Gendered Engagement with Olfactory-Enhanced Reading

• Dr. Naerys E. Lindmere

  Department of Media and Communications, Goldsmiths, University of London, United Kingdom

  Author

• Dr. Ciran T. Vellhurst

  Faculty of Education, Monash University, Melbourne, Australia

  Author

This article presents an in-depth exploration into the intersection of gender, multisensory learning, and digital literacy in early childhood. The persistent gender gap in reading engagement and achievement remains a significant challenge in education, with interventions traditionally focusing on content selection and social-pedagogical strategies. This study pioneers a novel investigative path by examining the integration of olfaction—the sense of smell—into digital reading environments. We investigate whether olfaction-enhanced digital books can modulate reading engagement, enjoyment, and comprehension among primary school children, and, more critically, whether these effects manifest differently between boys and girls. Drawing upon a robust theoretical framework that synthesizes theories of multisensory learning, embodied cognition, and critical multimodal literacy, this research posits that engaging the sense of smell, a modality with profound and direct connections to memory and emotion, may serve as a uniquely powerful tool to enrich the reading experience. We hypothesize that this sensory enhancement could offer a novel pathway to mitigate existing gender disparities in reading motivation and attitude. The findings are contextualized within the broader goal of designing more inclusive, effective, and sensorially rich digital learning environments that cater to the diverse needs of all young learners.

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