SBIR Phase I: Spatial Computing Learning System for Early Literacy Development

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The broader impact/commercial potential of this Small Business Innovation Research (SBIR) Phase I project is the development of a new method for children with language-based learning disabilities (dyslexia) to practice early literacy skills via a spatial computing system (augmented reality). Approximately fifteen percent of children and adults have dyslexia, a language-based learning disability that makes it difficult to read, write, and spell. It is not related to capability nor effort. Moreover, behavioral improvements occur among children with developmental dyslexia after reading intervention. 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 language-based learning disabilities. The proposed project develops personalized, automated interaction in a context of compelling game play, utilizing advanced understanding of learning methods and linguistic development. This Small Business Innovation Research (SBIR) Phase I 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 promotes hippocampal health in young adults, the proposed project uses three-dimensional game objects and touch inputs from the user to stimulate motivation and learning within a spatial computing system. Linguistic principles, such as English phonology-phonics, morphology, grammar rules, and syntax are transformed into 3D game objects and embedded within a virtual simulation model wherein a user interacts with them, providing a new method to practice 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.