SBIR Phase II: Adaptive Experiential Learning Platform to Close Learning Gaps in Secondary Algebra

Prisms Of Reality Inc., San Francisco NY

Investigators

Abstract

The broader impact/commercial potential of this Small Business Innovation Research (SBIR) Phase II project seeks to close gaps in Science, Technology, Engineering, and Mathematics (STEM) proficiency, improving participation and sustained achievement, particularly for historically underserved student populations. Learning science has validated that the mathematical sciences are processed experientially — through seeing, moving, doing, perceiving — but current educational solutions generally do not explore this learning modality. This platform will utilize Immersive Virtual Reality (IVR) and advanced analytics to scale these best practice pedagogies for both students and teachers. The aim of this project is to actualize the vision of technology-assisted STEM learning and operationalize it across the US K-12 system to close long-standing barriers to access and proficiency at scale. In the wake of the COVID-19 pandemic, this platform offers a way to rapidly close significant learning gaps students are facing. This Small Business Innovation Research (SBIR) Phase II project seeks to demonstrate how multimodal and game-driven learning in IVR can be used to enhance math proficiencies and the ability to transfer mathematical knowledge across contexts. Such abilities have so far eluded incumbent learning technologies and interventions for math. In particular, this research may culminate in an experiential solution for students to learn Algebra efficiently, effectively, and purposefully. Immersed in relevant real-world contexts, students will use tactile 3D tools, movement, and a research-based pedagogical framework to build lasting fluency with math concepts while solving high impact problems. The platform will leverage the latest advances in data analysis to personalize learning experiences based on individual behaviors, skills and goals. This solution provides teachers with real-time data on student thinking so they can closely monitor, identify, and support priority students while providing timely feedback during critical cognitive moments. 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.