I-Corps: Spatial computing learning system for early literacy development

I-Corps项目更广泛的影响/商业潜力是为有语言学习障碍（阅读障碍）的儿童开发一种新方法，通过增强现实系统练习早期识字技能。大约15%的儿童和成人患有阅读障碍，这是一种基于语言的学习障碍，无论一个人多么努力或多么聪明，都很难阅读、写作和拼写。传统的补救疗法包括系统的基于语音的指导或训练有素的语言治疗师。计算机化治疗以较低的成本提供了更密集的指导，但现有的项目并不能完全解决患有阅读障碍或语言学习障碍的儿童的社交情绪焦虑。这个I-Corps项目基于在空间计算系统（增强现实）中为最终用户（儿童）开发多感官学习循环，以在移动设备上练习结构化读写方法。研究表明，玩3d平台视频游戏已被证明可以促进年轻人大脑海马体区域的灰质，并且在阅读干预后患有发展性阅读障碍的儿童中会出现行为改善，这种技术方法使用三维游戏对象和来自最终用户的触摸输入来刺激空间计算系统中结构化读写方法的动机，情感，学习和记忆。这些原则，包括英语音韵学、词法、语法规则和句法，被转化为3D游戏对象，并嵌入到最终用户交互和操纵这些对象的虚拟仿真模型中，从而提供了一种练习早期读写技能的新方法。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The broader impact/commercial potential of this I-Corps project is the development of a new method for children with language-based learning disabilities (dyslexia) to practice early literacy skills with an augmented reality system. Approximately fifteen percent of children and adults have dyslexia, a language-based learning disability that makes it difficult to read, write, and spell, no matter how hard the person tries or how intelligent he or she is. Conventional remediation therapies include systematic phonics-based instruction or a highly trained speech-language therapist. Computerized therapies offer more intensive instruction at lower costs, but existing programs do not fully address the social-emotional anxieties seen among children with dyslexia or language-based learning disabilities. The proposed method offers personalized, automated interaction, along with an interactive curriculum This I-Corps project is based on the development of a multi-sensory learning loop within a spatial computing system (augmented reality) for end-users (children) to practice the structured literacy approach on mobile devices. Informed by research suggesting that playing 3D-platform video games has been shown to promote grey matter in the hippocampus region of the brain among young adults and behavioral improvements occur among children with developmental dyslexia after reading intervention, this technological method uses 3-dimensional game objects and touch inputs from the end-user to stimulate motivation, emotion, learning and memorization of the structured literacy approach within a spatial computing system. These principles, which includes English phonology-phonics, morphology, grammar rules and syntax are transformed into 3D game objects and embedded within the virtual simulation model where the end-user interacts and manipulates these objects, thus providing a new method to practice the early literacy skills.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.