SBIR Phase II: Mathematics Multimedia for Children with Hearing Loss

这一小型企业创新研究(SBIR)第二阶段项目解决了为肢体残疾小学生，特别是听力严重丧失的小学生，在数学教育中定制学习工具的需求。第二阶段研究的重点是修改和测试现有多媒体的部分，以便它们将适当地作为有严重听力损失的PreK-K儿童的教学工具。这一需求是至关重要的：在美国，每1000名幼儿中就有2名患有严重的听力损失，足以对学习产生不利影响。此外，这些人的资源通常被分配给语言习得的发展；因此，数学计算和推理的发展通常直到一个重要的学习窗口过去才被讨论。《全国聋人数学教育改革行动计划》建议，为严重听力损失的儿童提供更多的数学教育资源。Learning in Motion打算为早期数学学习者修改一个以研究为基础、经过实地测试的多媒体程序。该计划是NSF SBIR项目第一阶段和第二阶段的直接结果。多媒体节目包括三维图形和人物，完整的游戏逻辑，以及四个适合修改的互动游戏区。这项研究的主要目标：1)对现有软件游戏进行设计、编程和测试修改(4)听力损失学生，2)进行并利用教师和研究人员的主观观察来进一步完善修改，3)启动完整修改程序的测试计划。最终结果包括：为严重听力损失的代表不足的学生群体提供可销售的多媒体，并为其他选择制作专门软件的人发布可发布的设计指南。运动中的学习旨在为听力损失儿童提供完全修改的数学多媒体程序。还将编制由WGBH指南提供信息的设计指南，鼓励与寻求制作类似节目的其他出版商进行商业合作。

This Small Business Innovation Research (SBIR) Phase II project addresses the need for customized learning tools in mathematics education for primary students with physical disabilities, in particular, those with significant hearing loss. The Phase II study focuses on modifying and testing sections of existing multimedia so that they will be appropriate as instructional tools for PreK-K children with significant hearing loss. The need is critical: 2 out of every 1,000 young children in the U.S. have hearing loss severe enough to adversely affect learning. In addition, resources for these individuals are normally allocated to the development of language acquisition; thus, the development of mathematical computation and reasoning often is not addressed until a significant learning window has lapsed. The National Action Plan for Mathematics Education Reform for the Deaf recommends that more resources address mathematics instruction for children with significant hearing loss. Learning in Motion intends to modify a research-based, field-tested multimedia program for early learners of mathematics. This program was the direct result of Phases I and II of a NSF SBIR project. The multimedia program includes three-dimensional graphics and characters, completed game logic, and four interactive game areas that are suitable for modification. The study's main objectives: 1) design, program, and test modifications to existing software games (4) with students with hearing loss, 2) conduct and use subjective observations from teachers and researchers to further refine the modifications, and 3) initiate a testing plan for the complete modified program. Ultimate results include: salable multimedia for the under-represented group of students with significant hearing loss and publishable design guidelines for others electing to produce specialized software.Learning in Motion seeks to provide in a completely modified mathematics multimedia program for hearing-loss children. Design guidelines informed by the WGBH guidelines will also be produced, encouraging commercial collaboration with other publishers looking to produce similar programs.