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Research Spending & Results

Award Detail

Doing Business As Name:University of Alabama Tuscaloosa
  • Andre R Denham
  • (205) 348-1731
Award Date:09/19/2019
Estimated Total Award Amount: $ 50,000
Funds Obligated to Date: $ 50,000
  • FY 2019=$50,000
Start Date:09/15/2019
End Date:09/30/2020
Transaction Type:Grant
Awarding Agency Code:4900
Funding Agency Code:4900
CFDA Number:47.041
Primary Program Source:040100 NSF RESEARCH & RELATED ACTIVIT
Award Title or Description:I-Corps: An Augmented Reality Board Game for Mathematics
Federal Award ID Number:1949491
DUNS ID:045632635
Parent DUNS ID:808245794
Program Officer:
  • Andre Marshall
  • (703) 292-2257

Awardee Location

Street:801 University Blvd.
Awardee Cong. District:07

Primary Place of Performance

Organization Name:University of Alabama Tuscaloosa
Street:801 University BLVD
Cong. District:07

Abstract at Time of Award

The broader impact/commercial potential of this I-Corps project is threefold: 1) As an augmented reality math board game, our product can further contribute to the design, research, and implementation of mixed reality learning products into K-12 education while facilitating a more constructive, student-centered, and adaptive learning approach in the modern school system. 2) As digital game-based learning becomes more popular among educators in the recent decade, our product has a growing customer base (parents, teachers, and school principals) seeking evidence-based educational game products to better engage students and improve their mathematics proficiency. 3) Proficiency in mathematics is essential to for those wanting to pursue a career in science, technology, engineering and mathematics fields (STEM). As a mathematics learning game that tackles the challenging conceptual transition between basic number sense and higher-level math skills, our product can help students improve student's confidence in mathematics and help them further their career goals in STEM-related fields. This I-Corps project is an augmented reality (AR) mathematics board game. The game requires students to apply their knowledge of arithmetic, pre-algebra, and geometric concepts in order to be successful. It combines the benefits of digital and tabletop games, making the play/learning experience entertaining, engaging, embodied, immersive, and social at the same time. The product was designed based on three learning theories - embodied learning, cognitive load, and sociocultural theory. The game is rooted in the physical world - players need to interact with the game board, pieces, and cards to solve problems and must collaborate; in the process, their collaborative skills, communication skills, and critical thinking skills will be utilized and strengthened. The AR features allow students to offload the procedural information onto the digital space, providing them with more ease and comfort to concentrate on mathematical problem-solving and game strategies. AR also allows scaffolding to be incorporated into the game mechanic in order to assist students with mathematics problem-solving. 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.

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