NIE Awarded Science of Learning Initiative Full Proposal Grant from National Research Foundation

NIE Awarded Science of Learning Initiative Full Proposal Grant from National Research Foundation

Date
Monday, 21 August 2017

The National Institute of Education (NIE) has been awarded the National Research Foundation (NRF) Science of Learning Initiative Full Proposal Grant of S$2.8 million over 3 years for the project “Translational Specifications of Neural-Informed Game-Based Interventions for Mathematical Cognitive Development of Low-Progress Learners”.

Principal Investigator Dr Azilawati Jamaludin, Research Scientist (Office of Education Research) and lead Co-Principal Investigator, Professor David Hung, Associate Dean (Office of Education Research) NIE will  team up with Professor Brian Butterworth from the Institute of Cognitive Neuroscience, University College London and Professor Diana Laurillard from the London Knowledge Lab, Institute of Education, University College London to spearhead this project. It will commence in November 2017 and is targeted for completion in 2020.

Dr Azi

Dr Azilawati Jamaludin, Research Scientist, Office of Education Research

The team aims to augment collaborative strands of work between education and neuroscience to develop an interdisciplinary theory of concept-learning in domain-specific subjects through novel pedagogic design of neural-informed game interventions. The research objective is to address the challenge of levelling up low progress learners in mathematics, particularly those who continue to struggle despite multi-pronged behavioral intervention approaches in schools.

This study aims to redesign current pedagogies, which include targeted interventions that are personalized and predictive. Personalized in the way that it refers to the recognition that students differ one from another in substantial ways. Predictive in the way that it refers to the importance of identifying which students with particular learning differences respond substantially to current curriculum and those who are predicted to struggle (Gabrieli, 2016). This research is part of a systematic approach to education improvement, aimed at bridging achievement gaps and shortening the lower tail end of achievement bell curves at the same time, paying careful attention to the translational pathways from basic neuroscience to classroom applications.