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Company
Portfolio Data
Back to Company SearchINDELIBLE LEARNING INC
UEI: SGKEUV32MJ43
Number of Employees: 4
HUBZone Owned: No
Woman Owned: Yes
Socially and Economically Disadvantaged: No
SBIR/STTR Involvement
Year of first award: 2019
4
Phase I Awards
2
Phase II Awards
50%
Conversion Rate
$1,141,826
Phase I Dollars
$1,835,202
Phase II Dollars
$2,977,028
Total Awarded
Awards
Interactive Hand Hygiene Trainer for School-Age Children
Amount: $835,202 Topic: 600
PROJECT SUMMARY Proper hand washing is a cost-effective intervention that offers powerful protection against a host of gastrointestinal and respiratory transmissible diseases, but only if done effectively, at the appropriate time, and consistently. Global campaigns to increase handwashing have raised awareness, but significant barriers to improved handwashing remain. Teachers and parents are not commonly taught proper technique. As a result, despite massive, and costly installation of handwashing stations and signage, too often children do not use soap or sanitizer effectively—even with adult supervision. Beyond technique, students struggle to remember when to wash when occasions require it. Despite years of pandemic, heightened awareness, and sincere efforts by adults and children alike, durable handwashing habits have not taken hold. OBJECTIVE: We aim to create an interactive digital trainer that: 1) depicts hand anatomy correctly for more accurate learning; 2) provides an immersive educational experience, with critical visual feedback of germs remaining, so that students learn to use the appropriate scrub motion to address specific areas of that hand that were inadequately cleaned; 3) engages students to play again, over several sessions, to foster habit formation, and durable gains in hand hygiene. RESEARCH DESIGN: In Phase I, we successfully created an innovative, engaging, and highly entertaining prototype: the Bubble Beats handwashing trainer. We established that our technology works on Chromebooks, iOS devices, and PCs. After a single session with the trainer, students demonstrated a significant increase in World Health Organization (WHO) hand hygiene steps performed at the sink. In Phase II, we will develop a fully-featured solution, with supporting material for teachers, and test this product in an independent evaluation across multiple classrooms, in a randomized controlled trial. METHODS: AIM 1: PRODUCTION. Teacher co-developers, domain experts, and students will participate throughout the project in rapid and frequent cycles of design, build, test, and refine. Early usability testing with small groups will test new components of the trainer, for eventual integration into the completed product. We will evaluate the effectiveness of these new components assembled together in authentic classroom settings. Handwashing proficiency will be measured by photometric analysis of images of hands before and after washing, and video analysis of WHO scrub steps performed while washing at the sink. AIM 2: EVALUATION: Finally, a formal and independent evaluation across multiple classrooms will measure short- and long-term impacts of the training, to determine healthy habit formation for handwashing.
Tagged as:
SBIR
Phase II
2024
HHS
NIH
Interactive hand hygiene training for special education pre-vocational students
Amount: $302,424 Topic: NICHD
ABSTRACT This project will iteratively develop and test a playable prototype of an interactive handwashing trainer to improve hand hygiene for students with disabilities in pre-vocational programs. The hand hygiene trainer will serve an unmet need to provide rigorous, systematic, and consistent instruction on proper handwashing technique. The interactive program will engage students, ensure that the training is to a high standard, and save teachers and staff significant time that would otherwise be spent on repetitive, 1-on-1 training. The commercially released trainer will be playable on smartphones, tablets, or notebooks, and will emphasize (1) how to wash--proper technique and duration; (2) when to wash--relevant scenarios and (3) consistent application-- establishment and maintenance of good hygiene habits. All three components are necessary for effective hand hygiene. Aim 1: Iterative Design. The project team will work with educational and prevocational experts as co-designers to develop a playable prototype for students with a range of physical and cognitive disabilities. Milestones: (1) concept check will ensure the training is accurate and appropriate. (2) Principles of universal design will build a trainer that ensures accessibility for a wide range of abilities (3) Hardware specs and testing will ensure the trainer runs on typical school hardware. (4) A teacher’s dashboard will track progress, identifying which students need attention. (5) Rapid iteration of quick development sprints, followed by playtesting, will accelerate prototyping to achieve a working prototype. Aim 2: Evaluation. Milestones: (1) A usability study with a teacher and students will test the playable prototype. (2) A feasibility study will test handwashing proficiency among students before and after the trainer intervention. This feasibility study will use single-case design. Single-case design studies are powerful, well-established approaches to assess learning interventions in educational and behavioral research. For special education students, who may exhibit wide variations in both type and severity of disability, the single-case design is particularly appropriate, because each subject serves as their own control. Repeated, careful measurements during baseline, followed by similar repeated measurements during intervention with the hand hygiene trainer, can detect changes due to the trainer, controlling for the variety of disabilities presented in the student population, as well as any potential improvement that may occur before the intervention is implemented. Potential for commercial applications include school-district and community-based pre-vocational programs, as well as large firms that commonly employ people with disabilities, and seek effective hand hygiene programs for their employees involved in healthcare support, food preparation, or sanitation.
Tagged as:
SBIR
Phase I
2023
HHS
NIH
Electrion Lab Online
Amount: $1,000,000 Topic: 91990023R0016
Not available
Tagged as:
SBIR
Phase II
2023
ED
IES
Election Lab Online
Amount: $250,000 Topic: 91990022R0001
Not available
Tagged as:
SBIR
Phase I
2022
ED
IES
Interactive Digital Media-based Learning for Hand Hygiene in School-Age Children
Amount: $311,579 Topic: 500
Abstract This project will iteratively develop and test a playable prototype of an interactive web-based handwashing game to improve hand hygiene for elementary school-age children. The commercially released game will be playable on smartphones, tablets, or notebooks, and will emphasize (1) how to wash--proper technique and duration; (2) when to wash--before meals and after visits to the restroom; and (3) consistent application--establishment and maintenance of good hygiene habits. All three components are necessary for effective hand hygiene. Aim 1: Iterative Design. The project team will work with educational technology and clinical experts as co-designers to develop a playable prototype game. The researchers will investigate the usability, engagement, and child focus on key content. Aim 2: Pilot Study. The developed intervention will be tried in a randomized control trial with elementary school children attending after school programs, who have not seen the game before, compared to a control group of children who attend the same after-school program, but do not receive the learning game intervention. Pre- and post-test improvement in hand hygiene technique will be tested with a handwashing trial using UV-fluorescent ink, image capture of washed hands, and quantification of ink remaining after washing. Potential customers include after-school programs, school districts, as well as pediatric and family medicine clinics, that seek infection control measures for hand hygiene that are effective, save provider or teacher time, and target both English and Spanish speaking students and their families.
Tagged as:
SBIR
Phase I
2021
HHS
NIH
MEDICAL MYSTERIES: SERIOUS STEM INTERACTIVE DIGITAL MEDIA
Amount: $277,823 Topic: 500
Sleep Mystery is an engaging, authentic, interactive STEM classroom game for a non-STEM audience. This serious STEM game was designed to address three important issues:the role of healthy sleep habits on long-term chronic diseasethe connection between poor sleep hygiene and prescription drug abusethe declining interest of U.S. students as they reach middle school in STEM and health sciences Through participation in hands-on, intense, real-world case scenarios, students will understand the role they personally play in forming their own health habits that impact chronic and acute disease. Designed for health, life science, or physical education teachers, this game exercises Next Generation Science Standard practices as students work to solve a real medical mystery: the unexplained death of a 50-year-old man who was being treated by his physician for an inability to sleep. A paper prototype that used 4 instructor-led learning stations was piloted in 8 sessions with 285 students from grades 4-8, and again with 24 science teachers. The response was overwhelmingly positive: 64% students reported their interest in science professions improved, and 60% that their confidence in science improved. Teachers requested a version that they could use in their classrooms to reach more middle-school students. Based on this successful classroom pilot, we propose to develop and evaluate a web-based, playable prototype for middle-school students taking required health, physical education, or life science classes. Our specific aims are: Aim 1: Prototype digital game development. Working with middle school health and science teachers, we will confirm the learning outcomes, content, and approach are appropriate for our audience and meet specific health and science standards. Along with the playable prototype, we will develop supporting lesson plans for teachers. Each chapter will use data from the actual case, and allow students to play the role of different STEM professionals, while obtaining clues and detecting potential causes of patient’s demise. Aim 2. Evaluation of the digital game prototype for engagement, learning gains in health content, and increased interest in STEM and health sciences careers. Evaluation will collect data through pre- and post-game surveys of students, game-play analytics, and structured interviews of teachers. Instruments will contain both researcher- generated (engagement, health content) and previously validated measures (interest in STEM careers). Populations will include no less than 120 students from two schools, one with significant underrepresented minorities: 60% Latino and 30% African American students. The evaluation will follow a quasi-experimental design, selecting a subset of students to participate in human-facilitated game as a control. The final target in Phase I will be results for the web-based game that are equal or better to the instructor-led classroom pilot for these same measures.Sleep Mystery engages middle school students in team-based, serious STEM classroom games for a non-STEM audience. Designed for health, life science, or physical education teachers, these games exercise 21-century learning skills as students work to solve a real medical mystery as they walk in the shoes of professionals, from homicide detectives to medical subspecialists. The games impart lasting lessons on personal and community health via participation in hands-on, intense, real-world scenarios, giving students the understanding in the role they personally play in forming their own health habits that impact chronic and acute disease and sparking their interest in science.
Tagged as:
SBIR
Phase I
2019
HHS
NIH