• The child already knows the main characteristics of the virtual environment
  • Then, the attention is centered on the exploration of the software
  • The concrete representations made consist of a main corridor
  • The child develops spatial notions through a software that vitually moves him/her through a virtual space oriented by acoustic information
  • The child can represent the mental images of the virtual story space with concrete materials exclusively based on acoustic information
  • The child shows coherence between concrete representations and story virtual space navigated through acoustic means
  • The child models the space navigated through psychomotor exercises and construction using concrete materials 
  • The interaction with the hyperstory gives confidence and autonomy to the blind child