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SDG School

Mo Pam

An Educational Interactive Device, that every child can use to provide a way to self learning. Through this device, the children can improve in spelling… And also, they are able to relearn grammar rules while having fun.
SDG School

Mo Pam

An Educational Interactive Device, that every child can use to provide a way to self learning. Through this device, the children can improve in spelling… And also, they are able to relearn grammar rules while having fun.
SDG 4

About the Project

There are some children who have difficulty to learn  grammar and to spell some words. If for some of them, it is because they are dyslexic; for others, it is because they do not master the spelling of words. So, that’s why we invented a game:  “Mo pam’’. 
It’s an accompanying game that  school and  family will be able to use to supervise children presenting this difficulty of learning.

Solution

Prototype #1 
 

1.hypothesis      

We hope to help children under 6 years old and aged 6 to 10, with a low cost electronic and automated device.

The first step was to identify a process through which the child can gradually learn by himself. 

1) Discover the alphabet.

Identification of vowels and consonants. These first categorial steps consist of identifying letters by associating each one with its phoneme. Distributed in vowels and consonants, they will be indicated by two distinct buttons on which the child will support, to listen to the pronunciation. As an indication, two small flashing lights are added.
   
2) Discover words
The second level is a card game. This didactic material is very interactive. The same structure is proposed, but with more content. It is intended for school children aged 6-10 but with difficulties in learning to spell.
 
It is divided into two parts, each corresponding to an age group. The first, for 6-7; and the second for 8-10-year-old.                                           
It’s a team game. The box containing fifteen cards is in the middle of the table. Each player will in turn have to present the face of the card containing the image, which he will have drawn, to his opponent who will himself seek to spell it correctly. If he succeeds, he wins the card, so he will score 1 point. And it will be his turn to draw another card and propose a new image. And so on.                          
 
At the end of the game, the winner will be the one with the most points. It is a binding game. It will be necessary to respect the time allotted.                                  
 
At the first level, the child will have to spell the word and then build a sentence by associating it with the verb on the map.
 
At the second level, they must look for all the words corresponding to certain given images. And also to spell the word. And finally, they must use in a sentence at least two of the four proposed verbs.  Blank cards are added to allow parents and teachers to complete the toy.
 

Manufacturing: 

One of the constraint is to work without electricity.                                                                                                   
The first part is composed of a box containing vowels and consonants. The device used will allow the child to distinguish them separately and to read them.                                                                                    
 
For the second part, we started by making a model containing two boxes, one per level. The toy is spread over two.                                   
 
A chronometer is also added. This will help them to respect the time of the game.

Project Contributors

Melissa, Pragxède, Jackson, Ahmed

View detailed project documentation

View Documentation

About the Project

DiscoVR is a new virtual reality solution at the service of historical sites. The objective is to promote the sites and sensitize visitors to the degradation of the monument over time by giving a real time experience. The immersive experience will make the visitors take part in the preservation of their monuments.

Problem statement

There are some children who have difficulty to learn  grammar and to spell some words. If for some of them, it is because they are dyslexic; for others, it is because they do not master the spelling of words. So, that’s why we invented a game:  “Mo pam’’. 
It’s an accompanying game that  school and  family will be able to use to supervise children presenting this difficulty of learning.

Solution

Prototype #1 
 

1.hypothesis      

We hope to help children under 6 years old and aged 6 to 10, with a low cost electronic and automated device.

The first step was to identify a process through which the child can gradually learn by himself. 

1) Discover the alphabet.

Identification of vowels and consonants. These first categorial steps consist of identifying letters by associating each one with its phoneme. Distributed in vowels and consonants, they will be indicated by two distinct buttons on which the child will support, to listen to the pronunciation. As an indication, two small flashing lights are added.
   
2) Discover words
The second level is a card game. This didactic material is very interactive. The same structure is proposed, but with more content. It is intended for school children aged 6-10 but with difficulties in learning to spell.
 
It is divided into two parts, each corresponding to an age group. The first, for 6-7; and the second for 8-10-year-old.                                           
It’s a team game. The box containing fifteen cards is in the middle of the table. Each player will in turn have to present the face of the card containing the image, which he will have drawn, to his opponent who will himself seek to spell it correctly. If he succeeds, he wins the card, so he will score 1 point. And it will be his turn to draw another card and propose a new image. And so on.                          
 
At the end of the game, the winner will be the one with the most points. It is a binding game. It will be necessary to respect the time allotted.                                  
 
At the first level, the child will have to spell the word and then build a sentence by associating it with the verb on the map.
 
At the second level, they must look for all the words corresponding to certain given images. And also to spell the word. And finally, they must use in a sentence at least two of the four proposed verbs.  Blank cards are added to allow parents and teachers to complete the toy.
 

Manufacturing: 

One of the constraint is to work without electricity.                                                                                                   
The first part is composed of a box containing vowels and consonants. The device used will allow the child to distinguish them separately and to read them.                                                                                    
 
For the second part, we started by making a model containing two boxes, one per level. The toy is spread over two.                                   
 
A chronometer is also added. This will help them to respect the time of the game.

Glimpses of the making

Project Contributors

Melissa, Pragxède, Jackson, Ahmed

View detailed project documentation

View Documentation

Glimpses of the making

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