Good question! One of the advantages of the ARTS system is that it reads your learning strengths automatically. It does this in real​ ​time, adjusting spacing in relation to the speed and accuracy of your responses. No prior experience is required for the algorithm to know your individual characteristics. The ARTS system is designed to seamlessly interpret and respond to individual variation and differences in the speed of learning for every individual learner, optimizing spacing and thus ensuring deeper and longer lasting learning. Hope that answers your question!

Thanks for your question, Iliya — and we’re glad you like our video! Our PALMs have been used in a variety of ways. Typically, PALMs are intended to be a complement to other forms of instruction. In school settings, they are often used during class time, though they can be completed as homework as well. We often recommend that students use them in sessions of about 20-30 minutes at a time spread over multiple days. Because the PALMs are adaptive, different learners need different amounts of time to achieve full mastery levels. In class settings, the teacher (or other adult) has access through a teacher dashboard to a rich stream of real-time performance data for each student, so the teacher can monitor progress at the class level or the individual student level and adjust assignments accordingly. PALMs can also be used to efficiently refresh or review content learned previously, which really helps with long-term retention.

Thanks for your kind words, Tony! I think we’ll have a better response to your question when we complete a large study that we’re running now that will give us data from more than 1500 students in urban schools, most of which serve under-resourced minority communities and have a large variety of students with different levels of performance and engagement. The software provides very detailed learning histories of each child, so we can look at their usage and progress with the software. We’ll also have a lot of co-variate data. I will say that one thing we’ve observed to date is that it seems to be a unique experience for some students in math when they see that they have completed all of the mastery levels in a PALM. We know that students who start at lower performance levels need more time to learn and practice, and the adaptive software makes sure they get what they need. This stands in contrast to much of their other classroom experience, where the curriculum marches on to a new topic before they feel secure with the old one, which leaves them thinking that they can’t learn math.

Thank you Sarah! This is Dara Afraz and I created this video. I’m glad you liked the format and I’d be happy to answer your question: I used Adobe Illustrator and Adobe Photoshop to prepare the vector graphics and used Adobe After Effects to create the animation. I hope that answers your question.

Thanks for your comments, Crispin. I’m not sure I fully understand them all, but I can provide some information. Neither our perceptual learning technology nor our adaptive sequencing technology are hard-wired to any particular content. Also, they are compatible with a very wide range of display and response options; for example, we are currently applying them to surgical simulation and training in a project sponsored by the US Office of Naval Research and driver training in a project sponsored by AAA Foundation. Part of the beauty of these techniques is their almost universal applicability. Of course, we work closely with domain experts to develop the learning goals and content in areas such as mathematics and science learning, medical learning and surgical training, aviation training, driving and pharmaceutical discovery. But the basic technologies apply readily to any domain. You can find out more from published work in K-12 mathematics and geography (Bufford et al, Proc. Cog. Sci. Society, 2014; Kellman et al, TopiCS in Cog. Sci., 2010; Mettler et al, 2011, Proc. of the Cog. Sci. Society), perceptual learning of biological kinds (Mettler & Kellman, Vision Research, 2014), and medical learning in areas such as dermatology (Rimoin et al, J. Am. Academy of Dermatology, 2015) and histopathology (Krasne et al, J. Pathology Informatics, 2013). Hope that helps.