project example: graphogame...mistake. the learner has failed to learn to identify the...
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Project example: Graphogame(for more: graphogame.info)
Heikki LyytinenUNESCO Chair/professor
on Inclusive Literacy Learning for All(For more, see: heikki.lyytinen.info)
& the JLD and Graphogame teams
Agora Human Technology Center & Niilo Mäki InstituteUniversity of Jyväskylä, Finland
Equip Symposium, Sustainable Prosperity, Well Being and Innovation. Helsinki 9.6.2016
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Grapho Learning Initiative
Our vision : willhelp millions of learners,
who otherwise would not have accessto learn basic skills, such as reading,
and be able to launch themselvesto a sustainable learning curve
and a road to prosperity.
www.graphogame.com
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Globally780 000 000 people
are illiterate
The country withhighest portion ofilliterates is India.
According to UNESCO:300 milj.
•Graphogame helps to readindependent of biologic,
educational and/or social problems
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Compromised reading skillBiological reasons (% of population)
» Global > 5%» Finland > 3% (and other transparent languages)
Educational reasons» Global - up to 90% (in developing countries)
» Finland – 0%
» >500 million compromised readers!
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Important facts about reading acquisition• Reading acquisition = learning to connect items of
spoken language to its written forms• Written languages vary in terms of how this
connection-building can be made• Alphabetic orthographies such as Finnish,
German, Spanish and African local languages arerelatively consistent at grapheme-phoneme level>no challenges associated with choosing theitems which had to be connected from spoken towritten – >>very different in English where noneof its letters represents the same phoneme in allcontexts of written English
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Graphogame – an enjoyable mobile or computer game for learning to read: How it helps at riskchildren to overcome the fuzziness of the phonemic representations with letters
Description. In the game (left) the learner is choosing (in its classical version) from the falling balls the corresponding letter of theone s/he hears from headphones. The illustration (right ) shows an example of how results can be followed. Here we follow how /N/sound (in the centre) which learner has heard in the game more than 100 trials at the moment this picture is printed from the gamelogs has made him/her to choose incorrect alternative letters (shown with the number of times these have occurred with the correctN-letter). The red distributions reveal that the learner has had difficulties in not to choose R and M during the first fourth of suchtrials, but became able to learn during the last fourth (with green distribution) that e.g.R does not represent the /N/ sound. For thislearner acquiring that the /N/ sound is not represented by M-letter has been a real challenge as shown by the red and darker greendistributions which reveal that most of the choices during the first and second fourths of trials (respectively) have ended up to thismistake. The learner has failed to learn to identify the correspondence of the /N/ sound during the whole session in trials where M hasoccurred (7 times) as an alternative. On the other hand s/he has not chosen e.g. S to represent the /N/ sound any more during thelast fourth of the trials (no misidentifications during the 9 last of the 34 trials with S as an alternative). For more details, see Lyytinenet al., Scand.J.Psychol., 2009, 50, 668-675 and for documentation of the efficiency of the game in supporting learning among at riskchildren, see eg. Saine et.al., Child Development , 82,3,1013-1028..
Competitor’Player’scatcher
Fallingletters
Correctlychosenletters
Player’sresults
Competitor’sresults
Mousepointer
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The cumulativenumber of theacquired connectionsbetween sounds andletters
Hours of playing
Exemplary learning curves of children at risk showing the timeneeded for learning the sounds of the letters among Finnishchildren (N=726)
Modelling: Janne Kujala
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The basic principles of Graphogamedevelopment for a new writing system
• Careful study of the written language environmentwith local experts for developing appropriate content
• Evidence based documentation of the efficiency of thegame after a new implementation of content for a newcontext
• Distribution and use under the responsibility of thelocal Ministry of Education after research has shown itsefficiency in an orthographic environment
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Ma Objectives
Training literacy skills: basic skill,automatisation and reading comprehension
1. Global distribution and service2. GraphoGame™ in local language3. Non-profit business model in the
developing world
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Low cost solution for developing countries•The GG works in low cost
tablet and smart phonedevices.
•Appropriate smartphonesare likely reaching the homese.g. in Africa within next not
so many years.•
•Ministries of Education:training, learning, analytics.
For learning the results of our GG-studies in Africa, (-2015), see Ojanen et al., 2015
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The Jyväskylä Longitudinal study of Dyslexia (JLD):An intensive follow-up of children at familial risk for dyslexia
from birth
> Graphogame (Ekapeli in Finland, 2004-), the Finnish participantsEkapeli/Graphogame (ks.www.lukimat.fi; graphogame.info): Mikko Aro, Jane Erskine,Jarkko Hautala, Riikka Heikkilä, Sini Hintikka (Huemer), Ritva Ketonen, Janne Kujala,Juha-Matti Latvala, Lea Niemelä, Marko Niemelä, Emma Ojanen, Mikko Pitkänen, SuzannePuhakka, Miia Ronimus, Nina Saine, Paula Salmi, Vesa Rantanen, Ulla RichardsonLearning game programmers: Iivo Kapanen, Ville Mönkkönen, Miika Pekkarinen
*Timo Ahonen, Mikko Aro, Kenneth Eklund, Jane Erskine, Tomi Guttorm, *LeenaHolopainen, Jarmo Hämäläinen, Ritva Ketonen, *Marja-Leena Laakso, Seija Leinonen,*Paavo Leppänen, ^Matti Leiwo, *Marja-Kristiina Lerkkanen, Kaisa Lohvansuu, ^PaulaLyytinen, Anna-Maija Oksanen, Kurt Muller, *Anna-Maija Poikkeus, Anne Puolakanaho,*Ulla Richardson, Paula Salmi, *Asko Tolvanen, *Minna Torppa, Helena Viholainen
Early identification - Jyväskylä Longitudinal study of Dyslexia (JLD) &Graphogame – our tool for the prevention of RDs
> JLD 1994-
Supported by EU, Niilo Mäki Foundation, Academy of Finland, Univ. of Jyväskylä, Tekes, RAY, Ministries ofEducation & Foreign Affairs Finland, Kela, Finnish Cultural Funds, Nokia Oy, Kone Oy, Wärtsilä Oy.
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The goals of the JLD following childrenwith familial risk for dyslexia from birth
to identify (from children at familial risk for dyslexia)
•precursors of dyslexia
•predictors of compromised acquisition
•developmental paths leading to dyslexia
The last step: the development ofpreventive measures
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I Screening II Screening III Screening
Shortquestionnaireadministered
at thematernity
clinics
N=8427parents
Compre-hensive
questionnaire
N=3146parents
Assessment ofparents’
reading andspelling skills
N=410parents
AT-RISKGROUP
N=117infants
CONTROLGROUP
N=105infants
Born at thehospitals of
CentralFinlandduring
01.04.93-31.07.96
N= 9368infants
Number of children whohave attended the lastoriginally agreed assessmentphase in Grade 3
AT-RISKGROUP
N=108children
CONTROLGROUP
N=92children
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Igrade
IIgrade
N=
108
N=
92
IIIgrade
N=
107
N=
92
N =1549
N=
108
N=
92
CLASSMATESN =
2641
VIIgrade
N=
85
N=
66
VIIIgrade
N=
101
N=
81
N =1452
IXgrade
N=
88
N=
76
N =1705
N =1756
N=
108
N=
107
N=
107
N=
107
N=
107
N=
107
N=
95
N=
96
N=
94
N=
95
N=
93
N=
93
18month
2years
2½years
3½years
4½years
5years
5½years
N=
107
N=
93
N=
108
N=
107
N=
112
Neo-natal
6month
14month
N=
96
N=
94
N=
94
6½years
N=
107
N=
93
AT-RISKGROUP
N=108children
CONTROLGROUP
N=92children
AT-RISKGROUP
CONTROLGROUP
20years
N=
27
N=
16
N =204
Primary school Secondary school Adulthood
School entryat the ageof 7 years
Datagatheringcontinues
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A child was considered to have dyslexia in Grade 8, if she / he scored below the10th percentile of Control group’s performance in reading speed in at least twoout of the three following tasks:
1. Word list reading
2. Text reading
3. Pseudo word text reading
Altogether 185 children from the original sample (200) were reached in Grade 8.They were classified into four groups according to the criteria as follows:
1. At-risk with dyslexia, N = 33
2. At-risk with NO dyslexia, N = 68
3. Controls with NO dyslexia, N = 77
4. Controls with dyslexia, N = 7 (not included in the following analyses)
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The reading status of children bornat familial risk for dyslexia
at school age
• Expectation when one parent with dyslexia:– > 1/2 of the children affected
• The observed result: 42 / 108– compromised initial reading acquisition 38 / 108;
in 2.gr. >4x and in 8 gr. 3x compared to controls– persistent reading problems 42 / 101
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N=108
N = 38
1st gr 2nd gr
At riskgroup
Children with reading disability
3rd gr 8th gr
N=92
1st gr 2nd gr
Controlgroup
3rd gr 8th gr
N = 38 N = 36 N = 42/
101
N = 10 N = 9 N = 10 N = 14
/81
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SPEECH PERCEPTION,COMPREHENSION,PRODUCTION• Auditory discrimination• Phonological processing• Vocalization• Vocabulary, Morphology, Syntactic skills
ACHIEVEMENT• Alphabetic skills• Reading & Spelling• Math skills
CHILD’SCHARACTERISTICS• Attention• Psychophysiological• Temperament
COGNITION• IQ, Memory• Associative learning
NEUROPSYCHO-LOGICAL FUNCTIONS• Visuo-spatial skills• Articulation, Motor Skills
HOME ENVIRONMENT• Parent-child interaction• Print exposure• Parenting, Stress
INTERVENTION• Phonological• Naming• Family School
ASSESSMENTDOMAINS
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Age Variable7 - yrs Reading accuracy & speed D5 - yrs Naming speed P & D4 - 6 yrs Phonological manipulation P & D5 - 6 yrs Letter knowledge P & D5 - yrs Verbal memory P & D3 - 6 yrs Phonological sensitivity P & D3 - 5 yrs Inflectional skills P & D2 - 3 yrs Articulation accuracy P2 yrs Maximum sentence length P & D6 mth Speech perception P & D3-5 days ERP to speech sound P & D3-5 days ERP to sinusoidal sound/pitch > reading
acquisition
IDENTIFYING & PREDICTING RISKsignificant predictors found in the follow-up from birth ofchildren at familial risk for dyslexia (Jyväskylä Longitudinalstudy of Dyslexia)
P = PredictorsD = Differences between groups
Lyytinen et al., Annals of Dyslexia, 2004; Dyslexia, 2004; Sage Handbook of Dyslexia, 2008
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Reading composite 2. gr.
Reading composite, 1. gr.
IQ, 5 y.
Letter knowledge 5.5 y.
Letter knowledge, 5 y.
Letter knowledge, 4.5 y.
Letter knowledge, 3.5 y.
Rapid naming, 6.5 y.
Rapid naming, 5.5 y.
Phonological skills, 5.5 y.
Phonological skills, 4.5 y.
Phonological skills, 3.5 y.
Pseudoword repetition, 3.5 y.
Receptive speech, 2.5 y.
-3 -2 -1 0 1
z-score (mean = 0, sd =1)
Individual profiles of the prediction measures of the JLD children whosereading acquisition was most severely compromised
Lyytinen, et al.Scand. J. ofPsychology,2009.
The JLD-follow-up from birth to school age of reading-related developmentClic
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Brain changes resulting from the use of the GraphogameClic
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GG training of <5 hours affects brain
Pre-Post GG: Children (n=15) before and after playing with Graphogame
BA18/19
LG-FG, IFG
No difference Condition differences
Post-pre interaction between groups playing Graphogame vsMathgame (same with numbers): p<0.005
Condition differences Increased activation inoccipito-temporal areas
Words-Falsefonts
HL and UR in collaboration with Swiss colleagues Daniel Brandeis, Sylvia Brehm
Brem et al., PNAS, 2010, 107(17), 7939-7944.
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Successful preventive practiceMassed practice using the Graphogame following optimalphonics strategy helps at risk children when* started at >6.5y of age*played >1 x per day in subsequent days until the goal is reached– motivated to be used in an as ”active” sounding form as possible– motivation to continue is guaranteed by rewarding via experience
of success (~80% correct trials)– the role of parents: they show they very much like child plays GGSee: www.lukimat.fi (where Finnish children play) orgraphogame.com for description anddemo in English
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Challenges
• Works without complications in consistent(gr>=<ph) orthographies– Warning: may ”condition” the stimulus-response
connections too deeply to allow easy relearning ofdifferent associations when there are alternativeconnections.
– Therefore, only consistent relations can be drilledwithout any risk of losing the necessary flexibility(alternation of associations) typical of inconsistentorthographies.
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A mimimun set of single letter-sounds selected to a version of the game – list of theirsounds present in > 5% of the occurrence of the letter in English text (Cedex databasis,
among 17 million words)
Letter % of different / all words (exemplary word)i 62.3 24076 3471217 I (in)
19.4 4386 1083446 aI (i)5.1 2519 283459 (social)
l 95.4 22272 2934160 l (all)d 94.4 14990 2844232 d (and)m 100.0 11176 1817206 m (from)b 99.0 7726 1169525 b (be)
An example of the statistical approach to illustrate the problemsassociated with consistency (or the paucity of it)
Computation: J.Kujala
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Connection building of written and spokenunits of English
Alternative approaches:• Small unit game: teaches graphemes of the most
prototypical vowels, blends of CV and VC digraphs andcombines into CVC words etc.
• Larger unit game: phoneme approach+large rime units,blends learned small set of ph/gr in CV rime unitsstarting from most dense neigbourhoods withconsistent spelling etc.
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Example from the Graphogame-EnglishClick t
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Results of the English Graphogamewith Usha Goswami and Fiona Kyle, Cambridge University
• Reading gains in standard scores (SS) per hour ofplaying:– Phoneme game 0.47 SS points– Rime game 0.68 SS pointsNote: ~0.3 in the most promising earlier interventions (Hatcher et al. 2006)
Only rime game elevated significantly the spelling skill
Kyle, Goswami et al., Reading Res. Q. 2012, 48, 61-76
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Practical facts about the game
• Available for free (from 2007) to all Finnish children– Playing via net with up-to-date information for
teachers and parents about learning difficulties• Very easy to use – children learn within minutes
and can use without adults– 4-10 hours of playing helps most at risk for dyslexia
• Works also in Android, Apple, MS mobile phones• Used in Finland via a state procurement (made by
the Ministry of Education - at best >20 000 dailyusers – from the age cohort of 60 000)
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GraphoGame® Cloud
GamelogsDatabaseBig Data
Teacher training,Classroom and/orGraphoGame® Clubsupport.
GraphoGame®as downloadand/or online
Online learningmaterial, videos,ebooks and guides
Dynamicassessment,analysis andadaptation tolearners skills.
GraphoGame® as a Service
Learning Analytics
Training
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GraphoGame™Pre-releases, for testing
• Studies initiated in Europe (outside Finland)– Austria, Cyprus, Denmark, Estonia, Finland, France,
Greenland, Hungary, Ireland, Island, Israel,Netherlands, Norway, Poland, Portugal, Sweden,Switzerland and UK
• Studies running in Africa– Erithrea, Kenya, Namibia, South Africa, Tanzania and
Zambia• Elsewhere
– Brazil, Canada, Chile, China, Indonesia, Mexico,Taiwan and US
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GraphoWorldNetwork of Excellence on Research
http://grapholearning.info/graphoworld
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For more.., please,• Call: +358 50 552 4892• Have a look of our research: heikki.lyytinen.info• Ask for reprint(s): [email protected]• The game pages in Finnish: http://www.lukimat.fi/• ..in English: http://www.graphogame.com• See also grapholearn.info for the whole approach• The most recent summary of main results of the JLD:
https://link.springer.com/article/10.1007/s40474-015-0067-1• The most detailed recent description of the Graphogame:• http://www.humantechnology.jyu.fi/articles/volume10/2014/Richardson_
Lyytinen.pdf• If you are interested in joining us, please, contact [email protected]
Thank you for attention!
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