Method and system for teaching vocabulary

Abstract

A method using a spatial-temporal software game for both teaching math concepts to a child and for scoring the child's proficiency in these math concepts. These scores are compared with the child's performance on a language-based test of the math concepts. If the child's score on the language-based test is lower than what is reflected by the child's game scores, instruction is given the child using stories and flashcards related to the spatial-temporal software games so that the child will relate vocabulary terms with the math concepts and characters in the temporal-spatial software game.

Claims

1. A method of improving a student's score on a language-based test in a subject, the method comprising: teaching said subject by having the student play a spatial-temporal software game executing on a computing device, the game being configured to teach the subject using animated characters, wherein the spatial-temporal software game includes motion of spatial objects controllable by student input, wherein the spatial-temporal software game is configured to require the student to identify a temporal sequence of a plurality of student input actions that manipulate the spatial objects such that certain ones of the student input actions are available to the student only after certain other student input actions have been made by the student, and wherein the temporal sequence of actions comprises an input action sequence that satisfies a game objective corresponding to at least one concept of the subject; obtaining a score that assesses the student's proficiency in the concepts embodied in the spatial-temporal game; testing the student's proficiency in said subject using a language-based test executing on the computing device which is directed to the subject taught by the spatial-temporal software, comparing the spatial-temporal game scores assessing the student's proficiency in the concepts with the student's score from the language-based test to determine, via the computing device, if the test score reflects a proficiency lower than what is reflected by the student's spatial-temporal game scores, using the comparison of spatial-temporal game scores to language-based test scores to provide language and vocabulary instruction to said student concerning the language and vocabulary terms used in the language-based test, and re-testing the student using a language-based test executing on the computing device.

2. The method of claim 1 wherein said language and vocabulary instruction includes using flashcards involving language and vocabulary terms of said language-based test.

3. The method of claim 1 wherein said re-test of the student evaluates the performance of the student after receiving said language and vocabulary instruction.

4. The method of claim 1 wherein said re-test of the student evaluates the effectiveness of said language and vocabulary instruction.

5. A computer implemented method of teaching a child math vocabulary terms that correspond to math concepts that the child learns through the use of spatial-temporal software and for increasing the child's performance on language-based math tests, the method comprising: executing spatial-temporal software on a computing device having a computer processor, the software comprising math concepts and one or more characters, wherein the spatial-temporal software includes motion of spatial objects controllable by student input, wherein the spatial-temporal software is configured to require the student to identify a temporal sequence of a plurality of student input actions that manipulate the spatial objects such that certain ones of the student input actions are available to the student only after certain other student input actions have been made by the student, and wherein the temporal sequence of actions comprises an input action sequence that achieves an objective corresponding to at least one of the math concepts; generating output indicative of a story from the computing device, the story comprising the math concepts and the one or more characters; and displaying a visual output indicative of flashcards, the flashcards comprising math vocabulary terms that correspond to the math concepts of the spatial-temporal software, wherein the flashcards associate the math concepts of the spatial-temporal software with vocabulary terms of a language-based test, wherein the math concepts involve spatial-temporal reasoning.

6. The computer implemented method of claim 5, wherein the spatial-temporal software further comprises game concepts.

7. A non-transitory computer-readable medium containing software that, when executed, causes the computer to perform the acts of: executing software configured to teach a subject to a student using spatial-temporal concepts, wherein the software includes motion of spatial objects that are to be interactively controlled by the student in a chosen temporal order of plural actions that satisfies an objective corresponding to at least one concept of the subject, such that certain ones of the plural actions are available to the student only after certain other actions have been made by the student; and associating language-based concepts tested by a language-based test to corresponding spatial-temporal concepts in the software; determining a language-based proficiency level in the subject by administering the language-based test to the student; obtaining a spatial-temporal score that assesses the student's proficiency in the spatial-temporal concepts; and comparing the spatial-temporal score to the language-based proficiency level.

8. The computer-readable medium of claim 7, further containing software that, when executed, causes the computer to perform the acts of: using the comparison of the score to the language-based proficiency level to provide language and vocabulary instruction to the student concerning the language-based concepts tested by the language-based test.

9. The computer-readable medium of claim 8, wherein said language and vocabulary instruction includes using flashcards involving language and vocabulary terms of the language-based test.

10. The computer-readable medium of claim 8, wherein the language and vocabulary instruction includes using stories in which the language and vocabulary terms of the language-based test are associated with one or more of the animated characters used in the spatial-temporal software game.

11. The computer-readable medium of claim 8, further containing software that, when executed, causes the computer to perform the acts of: re-administering a language-based test to the student.

12. The computer-readable medium of claim 11, wherein the act of re-administering a language-based test evaluates the performance of the student after receiving the language and vocabulary instruction.

13. The computer-readable medium of claim 11, wherein the act of re-administering a language-based test evaluates the effectiveness of the language and vocabulary instruction.

14. A system for improving a student's score on a language-based test in a subject, comprising: a first module configured to output data indicative of language-based concepts tested by the language-based test relating to the subject and further configured to output data indicative of spatial-temporal concepts relating to the subject, wherein the spatial-temporal concepts include motion of spatial objects controllable by student input, wherein the spatial objects are to be interactively controlled by a student in a chosen temporal order of a plurality of actions such that certain ones of the plurality of actions are available to the student only after certain other actions have been made by the student, and wherein the chosen temporal order of the plurality of actions satisfies an objective corresponding to at least one concept of the subject; a second module configured to receive a plurality of inputs comprising a first input corresponding to data indicative of the language-based concepts and a second input corresponding to the data indicative of the spatial-temporal concepts, wherein the first input comprises a language-based proficiency level and the second input comprises a spatial-temporal proficiency level; and a third module configured to compare the first input and the second input and, based on the comparison, output data related to the language and vocabulary terms used in the language-based test.

15. The system of claim 14, wherein the output data related to the language and vocabulary terms used in the language-based test comprises displayable flashcards having language and vocabulary terms of the language-based test.

16. The system of claim 14, wherein output data related to the language and vocabulary terms used in the language-based test comprises stories in which the language and vocabulary terms of the language-based test are associated with one or more animated characters.

17. The system of claim 14, further comprising a fourth module configured to present the language-based test to a user.

18. The system of claim 17, wherein results of the language-based test are used to analyze the effectiveness of the language and vocabulary instruction.

19. The method of claim 1, wherein the at least one concept of the subject is one of addition, subtraction, multiplication, place value, fractions, measurement, probability, estimation, equations, symmetry, proportions, graphs, telling time, and ratios.

20. The computer implemented method of claim 5, additionally comprising testing the math concepts by the language-based test.

21. The computer-readable medium of claim 7, wherein the chosen temporal order of plural actions is chosen by the student from a plurality of possible temporal orders of plural actions that satisfy the objective.

22. The system of claim 14, wherein the chosen temporal order of a plurality of actions is one of a plurality of possible temporal orders of the plurality of actions that satisfies the objective.

23. A non-transitory computer-readable medium containing software that, when executed, causes the computer to perform the acts of: executing software configured to teach a subject to a student using spatial-temporal concepts, wherein the software includes motion of spatial objects that are to be interactively controlled by the student in a chosen temporal order of plural actions such that certain ones of the plural actions are available to the student only after certain other actions have been made by the student, and wherein one of the spatial objects is capable of being controlled by the student independently of other spatial objects; and associating language-based concepts tested by a language-based test to corresponding spatial-temporal concepts in the software; determining a language-based proficiency level in the subject by administering the language-based test to the student; obtaining a spatial-temporal score that assesses the student's proficiency in the spatial-temporal concepts; and comparing the spatial-temporal score to the language-based proficiency level.

24. The computer-readable medium of claim 23, wherein the chosen temporal order of plural actions comprises an input action sequence that achieves an objective corresponding to at least one concept of the subject.

Description

BRIEF DESCRIPTION OF THE DRAWINGS

(1) FIG. 1 is a flowchart illustrating a method in accordance with an embodiment of the invention.

(2) FIG. 2 is a flowchart showing an alternative embodiment of a method of teaching vocabulary.

DETAILED DESCRIPTION OF THE CERTAIN INVENTIVE EMBODIMENTS

(3) The drawings and the following descriptions are provided to illustrate embodiments of the invention and not to limit the scope of the invention.

(4) In some situations, spatial-temporal software teaches math concepts to persons that unsuccessfully attempted to learn those math concepts through traditional language-based approach. For some persons, spatial-temporal software teaches math concepts to the persons; however, the language-based test scores of those persons fail to reflect their knowledge of those math concepts. For example only and not to limit the scope of the invention, a child may lack certain language skills. In that situation, a low score from a language-based, standardized test score reflects that child's lack of the knowledge of the language and not the child's true understanding of the math concepts that are being tested. For example only and not to limit the scope of the invention, in another instance, the child lacks certain language skills because the child speaks a first language and the standardized test is in a secondary language.

(5) In one embodiment of the invention, a list of vocabulary terms is provided, wherein the terms appear in a targeted test. For example only and not to limit the scope of the invention, a standardized, language-based is the targeted test. An example of a list of vocabulary terms is provided in the index of the story of Appendix B, and is intended as an example only and not to limit the scope of the claimed invention. In a preferred embodiment, the list of vocabulary terms comprises the list of vocabulary terms provided in the index of the story of Appendix B. In another embodiment, the list of vocabulary terms comprises at least fifty percent of the list of vocabulary terms provided in the index of the story of Appendix B; however, other percentages greater than fifty percent may be used in this embodiment. In another embodiment, a list of vocabulary terms comprises any suitable combination of vocabulary terms found in standardized tests, textbooks, sample exams, practice exams, practice books, or any math-related medium. In the situation where the standardized test score fails to reflect the knowledge of the person, the list of vocabulary terms may be used to help to bridge the difference between the person's knowledge and the standardized test score. Lists may be used for purposes beyond improving standardized, language-based test performance.

(6) In another embodiment on the invention, flashcards are provided, wherein the flashcards use a set or subset of the terms from the list of vocabulary terms. In the situation where the standardized test score fails to reflect the knowledge of the person, the flash cards may help to bridge the difference between the person's knowledge and the standardized test score. Flashcards may be used for purposes beyond improving standardized, language-based test performance. Flashcards may be displayed and provided in any suitable means, including, but not limited to, software display, an Internet document format, and tangible cards. Flashcards are provided in Appendix C, and are intended as examples only and not to limit the scope of the claimed invention.

(7) In another embodiment of the invention, flashcards are provided in which a set or subset of the terms from the list of the vocabulary terms is combined with corresponding portions of the spatial-temporal software. Corresponding portions of the spatial-temporal software include, but are not limited to, the concepts, characters, visual elements, textual elements, audio elements, or any suitable sensory elements in software games. Through combining the vocabulary terms with portions of the spatial temporal software, the flashcards are used to learn vocabulary terms associated with the math concepts from the spatial-temporal math software. In the situation where the standardized test score fails to reflect the knowledge of the person, using the flashcards helps the person to bridge the difference between the person's knowledge and the standardized test score. Flashcards are provided in Appendix C, and are intended as examples only and not to limit the scope of the claimed invention.

(8) In another embodiment of the invention, a story is provided in which a set or subset of the terms from the list of vocabulary terms are used. In another embodiment, a story is provided in which a set or subset of the terms in the list of vocabulary terms is combined with corresponding portions of the spatial-temporal software. Corresponding portions of the spatial-temporal software include, but are not limited to, the concepts, characters, visual elements, textual elements, audio elements, or any suitable sensory elements in software games. Through combining the vocabulary terms with portions of the spatial temporal software, the story is used to learn the vocabulary terms associated with the math concepts from the spatial-temporal math software. In the situation where the standardized test score fails to reflect the knowledge of the person, reading the story helps the person to bridge the difference between the person's knowledge and the standardized test score. Stories may be used for purposes beyond improving standardized, language-based test performance. Stories may be displayed in any suitable media, including, but not limited to, software display, an Internet document format, books, comic books, newspaper, and magazines. In another embodiment of the invention, vocabulary terms are displayed in text that is different from other text in the story in any suitable manner, including, but not limited to, a different font type, font style, font size, or font color. An example of a story is provided in Appendix B, and is intended as an example only and not to limit the scope of the claimed invention.

(9) In another embodiment of the invention, a story and flashcards are provided in which a set or subset of the terms from the list of the vocabulary terms is used. In another embodiment of the invention, a story and flashcards are provided in which a set or subset of the terms from the list of the vocabulary terms is combined with corresponding portions of the spatial-temporal software. Portions of the software include, but are not limited to, the concepts, characters, visual elements, textual elements, audio elements, or any suitable sensory elements in software games. In the embodiments where a story and flashcards are provided, the flashcards and story may be provided in any combination of suitable forms of stories and flashcards. They may, but need not be, provided in the same form. In another embodiment, a story and flashcards are provided in a software format. In another embodiment, a spatial-temporal software game, a corresponding story, and corresponding flashcards are provided in a software format. In the embodiments where a story and flashcards are provided, the story and flashcards may share similar concepts, characters, visual elements, textual elements, audio elements, or any suitable sensory elements, which may or may not be embodied in a spatial-temporal software program.

(10) In another embodiment of the invention, spatial-temporal software is provided in which a set or subset of the terms from the list of the vocabulary terms is associated with corresponding portions of the spatial-temporal software within the spatial-temporal software program itself, Portions of the software include, but are not limited to, the concepts, characters, visual elements, textual elements, audio elements, or any suitable sensory elements in software games. For example only and not to limit the scope of the invention, in one embodiment of the invention, a set or subset of the terms from the list of vocabulary terms may be displayed within a spatial-temporal software game along with other portions of the software for the purpose of helping the person playing the game associate the terms with the corresponding portions of the software. The vocabulary terms may be displayed in a similar manner to the way that a story would display them, or may be displayed in any suitable manner. In the situation where the standardized test score fails to reflect the knowledge of the person, using the software helps the person to bridge the difference between the person's knowledge and the standardized test score. Spatial-temporal software may be used for purposes beyond improving standardized, language-based test performance.

(11) In another embodiment of the invention, the spatial-temporal software is provided in which the spatial-temporal software comprises certain concepts. In one embodiment of the invention, the spatial-temporal software comprises math concepts, which include addition, subtraction, multiplication, place value, fractions, measurement, probability, estimation, equations, symmetry, proportions, graphs, telling time, ratios, and any other suitable math concept. In one embodiment of the invention, the spatial-temporal software comprises game concepts, which include game tasks, game objectives, game processes, or any suitable element of the game. These games concepts may be, but need not be, designed to teach certain math concepts. The spatial temporal software may comprise other concepts than those listed herein.

(12) In another embodiment of the invention, any combination of spatial-temporal software, a story, and flashcards are provided for a target age range, school level range, or other suitable group criteria. The range may contain one or more ages. The range may contain one or more school grade levels. While this embodiment may be created for a target age range, this embodiment may be used for remedial purposes for persons outside the target range, including, but not limited to younger children, older children, and adults. For example only and not to limit the scope of the invention, in a preferred embodiment, the list of vocabulary terms in the index of the story of Appendix B, the story of Appendix B, the spatial temporal software described in Appendix A, and the flashcards of Appendix C are used to target children in the second grade.

(13) In another embodiment of the invention, the vocabulary list and the spatial-temporal software involve other areas of knowledge, including, but not limited to, the sciences.

(14) In the embodiments of the invention, the software may be any suitable software and need not be limited to spatial-temporal software. In the embodiments of the invention, the software may be operated on any suitable system, comprising one or more suitable computing devices.

(15) For example only and not to limit the scope of the invention, a preferred embodiment of the invention is illustrated in FIG. 1 which provides a method for teaching vocabulary with an alternate embodiment illustrated in FIG. 2. At a block 110, a student performs poorly on a language-based test (e.g., a math test or the like). At a block 120, the student plays spatial-temporal software games configured to teach concepts embodied in the language-based test (e.g., math concepts or the like). For example, in one embodiment, a student in the second grade plays spatial-temporal software games described in Appendix A. Consequently, at a block 130, the student learns the concepts from the playing those spatial-temporal software games. The student's scores from those games are advantageously used by a teacher or suitable third-party consultant to assess the student's proficiency at the concepts embodied in the spatial-temporal software games.

(16) As shown in FIG. 1, at a block 140, the student is given a language-based test to determine the student's proficiency at the concepts, which include concepts that were advantageously embodied in the spatial-temporal software games; however, at the block 140, the student receives a score on the language-based test that reflects a proficiency lower than what is reflected by the student's game scores. In this situation, the score from the language-based test reflects the student's lack of the knowledge of the language and not the student's true understanding of the tested concepts. As mentioned above, the student played the spatial-temporal software game and, consequently, had learned the concepts; however, because the student did not associate certain vocabulary terms with certain concepts, the student failed to achieve the language-based test scores that the student could have achieved.

(17) As noted above, FIG. 2 is an alternate embodiment of the process illustrated in FIG. 1. The alternate process illustrated in FIG. 2 begins and proceeds to block 210, where a language-based proficiency level is determined by administering a language based test. Next, at block 220, spatial-temporal software is executed on a computing device. The process then moves to block 230, where the student learns concepts from the spatial-temporal software and a conceptual proficiency is determined. At block 240, a language-based proficiency is again determined by administering a language-based test. After administering the second language-based test, the language-based proficiency and the conceptual proficiency are compared at decision block 245. If the language proficiency is not lower than the conceptual proficiency, the process ends. If, however, the language proficiency is lower than the conceptual proficiency, the process them moves to block 250, where information is displayed in which spatial-temporal concepts are associated with language in the language-based test. At block 260, the student associates the concepts to the language, and as a result, at block 270, the student learns the language-based concepts. Finally, at block 280 an additional test may be given to the student to demonstrate improved performance.

(18) As shown in FIG. 1, at a block 150, portions of the spatial-temporal software game are contained in the story and flashcards, and the student reads the story and reviews the flashcards. Consequently, at a block 160, the use of the story and flashcards help the student to associate the vocabulary terms with those portions. Thus, at a block 170, the student learns the definitions of the vocabulary terms, and the student's performance improves on a subsequent language-based test at a block 180. For example, in an embodiment, within the story and flashcards, the vocabulary terms are advantageously associated with one or more characters from the spatial temporal software game and advantageously associated with corresponding math concepts from the spatial temporal software game. Consequently, when reading or reviewing the story and flashcards, the student will associate those vocabulary terms with those already familiar math concepts and characters. In other embodiments, the vocabulary is advantageously associated with any suitable portion of the software to help the student learn the vocabulary, including, but not limited to, game concepts. As those associations are made, the student learns the vocabulary terms. By learning those vocabulary terms, the student's performance on the language-based tests is improved. The embodiments of the invention described herein may advantageously be used before the student takes a language-based test to help the student prepare for the test, may advantageously be used for preparation for any math test, and may advantageously be used as part of any suitable math education program.

(19) For example only and not to limit the scope of the invention, in a preferred embodiment of the invention, a teacher provides a spatial-temporal software game for the student to play and learn math concepts. At this point, the student may or may not know the vocabulary terms that correspond to the math concepts. The teacher provides a reading assignment for the student as an after-school supplement to the in-class instruction. In a further embodiment, the reading assignment is from the story in Appendix B. In an additional embodiment, the teacher reviews the flashcards with the student in class. In a further embodiment, the flashcards are from Appendix C. Reviewing the flashcards from Appendix C and reading the story from Appendix B advantageously help the student to learn the vocabulary terms from the index of the story in Appendix B. Consequently, the student achieves a higher score on the language-based, standardized test.

(20) For example only and not to limit the scope of the invention, in another preferred embodiment of the invention, the teacher provides a software application package to the student. The software application package comprises a spatial temporal software game, a story, and flashcards. The teacher instructs the student to play the spatial-temporal software game, read the story, and review the flashcards according to a suitable instruction plan chosen by the teacher.

(21) Although this invention has been described in terms of certain preferred embodiments, other embodiments that are apparent to those of ordinary skill in the art, including embodiments which do not provide all of the benefits and features set forth herein, are also within the scope of this invention. Additionally, other combinations, omissions, substitutions and modifications will be apparent to the skilled artisan in view of the disclosure herein. Accordingly, the present invention is not intended to be limited by the reaction of the preferred embodiments, but is to he defined by reference to the appended claims.

(22) Additionally, all publications, patents, and patent applications mentioned in this specification are herein incorporated by reference to the same extent as if each individual publication, patent, or patent application was specifically and individually indicated to be incorporated by reference.