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

I-Corps项目更广泛的影响/商业潜力是为基于语言的学习障碍(诵读困难)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%的儿童和成年人患有诵读困难，这是一种基于语言的学习障碍，无论他或她多么努力或多么聪明，都会使阅读、写作和拼写变得困难。传统的补救疗法包括系统的语音教学或训练有素的言语语言治疗师。计算机化治疗以较低的成本提供更密集的教学，但现有的项目并不能完全解决阅读障碍或基于语言的学习障碍儿童的社交-情感焦虑。这个i-Corps项目的基础是在空间计算系统(增强现实)内开发一个多感官学习循环，供最终用户(儿童)在移动设备上练习结构化识字方法。研究表明，在年轻人中玩3D平台视频游戏可以促进大脑海马区的灰质，阅读干预后患有发展性阅读障碍的儿童的行为会得到改善。研究表明，这种技术方法使用3D游戏对象和来自最终用户的触摸输入来刺激动机、情感、学习和记忆空间计算系统中的结构化识字方法。这些原则，包括英语语音、词法、语法规则和句法，被转换成3D游戏对象，并嵌入到虚拟模拟模型中，最终用户可以在其中交互和操作这些对象，从而提供了一种练习早期识字技能的新方法。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.