Pokathot: Enhancing Working Memory in Students with Dyslexia
This project explores the development and impact of Pokathot, an innovative textile-based learning tool designed to improve working memory and tactile interaction for students living with dyslexia. Developed in collaboration with Kenneth Gordon Middle School, Pokathot aims to mitigate the challenges dyslexic learners face with verbal working memory through engaging and interactive memory exercises.
Background: Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Among these challenges, students with dyslexia often struggle with verbal working memory, notably in remembering sequences of information presented orally. This can significantly hinder their ability to follow instructions, learn new vocabulary, and retain names, impacting their confidence and willingness to participate in classroom activities.
Innovation: Pokathot addresses these challenges by providing a tactile and interactive learning experience that exercises sequencing and working memory. Utilizing a flashcard system, the device challenges players to replicate dot patterns, gradually increasing in complexity. This not only engages the learner in pattern recognition but also encourages the cognitive manipulation of information, thereby training and enhancing working memory capacity.
Research and Development: The project was a result of a co-creative collaboration with students from Kenneth Gordon Middle School, focusing on creating a learning tool leveraging textiles to support dyslexic learners. Through in-depth research and engagement with educational experts and students, the Pokathot concept was born. The tool was designed to address the root causes of organizational challenges in dyslexic learners by moving from reliance on recall memory to enhancing working memory, which is critical for processing and understanding new information.
Impact: The introduction of Pokathot into the learning environment of students with dyslexia has shown potential in improving their ability to organize thoughts, follow sequences, and enhance critical thinking skills. By conditioning the brain to better manipulate and retain information, Pokathot contributes to significant behavioral changes, including improved organizational skills and increased self-esteem. The psychological benefits extend beyond academic achievements, offering students a more engaging and rewarding learning experience, ultimately fostering a positive shift in their approach to learning and interaction in classroom settings.
Conclusion: Pokathot exemplifies how applied research innovation and the use of interactive learning tools can make a substantial difference in the educational experiences of students with learning differences. By focusing on the specific challenges of working memory in dyslexic learners, Pokathot offers a tangible solution that not only aids in academic improvement but also boosts learners' confidence and motivation. This case study underscores the importance of designing with empathy and understanding, highlighting the potential of inclusive education technologies to transform learning outcomes for students with dyslexia.
The Game packs into this sequenced packaging system that helps the user employ their sequential thinking networks.
