A study of the Cerego platform’s efficacy in a nationally-recognized K-12 charter program this year showed significant gains in knowledge over a 5-week period.
Across all subject matter tested in the study, classes using Cerego displayed significantly greater learning outcomes than the classes that did not. Cerego classrooms showed improvements of 10-50% over the course of the pilot study.Download Full Study
Cerego’s ESL learning platform (called iKnow!) has been proven to produce better learning outcomes than conventional computer-based approaches to language learning.
In a series of studies conducted in 2007 at the University of Hawaii, Japanese college students used either the iKnow! or a control system (called iTango) for 4 weeks. The average vocabulary score for the iKnow! group was nearly 4 times better than that of the iTango group.Download Full Study
Cerego effectively spaces out the review of information over increasing periods of time, leading to long-term retention.
Cerego activates your memory just as it's about to fade. We track your performance, measuring pace, speed of response and accuracy to predict the best time to review on an item-by-item basis.
We orient learning to the individual, improving our effectiveness with use. Our goal is to understand when you are most likely to forget, as well as what speed and frequency you should study for optimal performance.
Cerego’s learning algorithms are based on proven cognitive science and learning science theory, the principles of which are described in a white paper published by Andrew Van Schaack, Nicolas Schweighofer and Cerego founder Andrew Smith Lewis.Download White Paper
The secret sauce behind the underlying build of Cerego is described in a patent granted to Andrew Van Schaack of Vanderbilt University and Cerego founder Andrew Smith LewisDownload Patent
Dr. Fischbach is currently the Scientific Director of the Simons Foundation which he joined in early 2006 to oversee its new Autism Initiative, and Hatch Professor of Pharmacology in the Center for Neurobiology and Behavior Department of Pharmacology at Columbia University College of Physicians and Surgeons. Dr. Fischbach is the former Director, National Institute of Neurological Disorders & Stroke, National Institutes of Health. He is a Member of the prestigious National Academy of Sciences, the American Academy of Arts and Sciences and the Institute of Medicine, a Fellow of the American Association for the Advancement of Science and a non-resident Fellow of the Salk Institute. He was the Nathan Marsh Pusey Professor of Neurobiology and Chairman of the Neurobiology Departments of Harvard Medical School and Massachusetts General Hospital, Department of Neurobiology, and before that, Edison Professor of Neurobiology & Head of the Department of Anatomy & Neurobiology, Washington University School of Medicine. Dr Fischbach is the former President of the Society of Neuroscience. Throughout his career, Dr. Fischbach has studied the formation and maintenance of synapses, the junctions between nerve cells and their targets through which information is transferred. He pioneered the use of cultured neurons and muscle cells to characterize the biochemical, cellular, and electrophysiological mechanisms underlying development and function of the neuromuscular junction. Dr. Fischbach received his M.D. degree in 1965 from Cornell University Medical School and interned at the University of Washington Hospital in Seattle.
Jan L. Plass is the inaugural holder of the Paulette Goddard chair in Digital Media and Learning Sciences in the Steinhardt School of Culture, Education, and Human Development at New York University, where he co-directs the Games for Learning Institute. He is the founding director of the CREATE Consortium for Research and Evaluation of Advanced Technology in Education. His research is at the intersection of learning science, cognitive sciences, and design, and seeks to enhance the design and effectiveness of visual environments. His current focus is on cognitive and emotional aspects of information design and interaction design of simulations and educational games for science education and second language acquisition. He has received funding for his research from the U.S. Department of Education’s Institute of Education Sciences, the National Science Foundation, the National Institutes of Health, and, from Microsoft Research, Google Resarch, the Motorola Foundation, the Bill and Melinda Gates foundation, and the Hewlett foundation. Dr. Plass received his MA in Mathematics and Physics Education and his Ph.D. in Educational Technologies from Erfurt University (PH Erfurt, Germany). Dr. Plass is Co-Director of the Games for Learning Institute (G4LI), a collaboration of nine partner universities with support from Microsoft Research and the Motorola Foundation. G4LI is dedicated to advancing the design, use, and evaluation of computer games in formal and informal educational settings. The Institute works to provide fundamental scientific evidence of “what works” in games for learning – what makes certain games compelling and playable, and what design elements make games effective for learning. The results provide critically important information to researchers, game developers, and educators, and point the way to a new era of using games for the purpose of learning.
Bruce D. Homer is Associate Professor of Educational Psychology and Human Development at the Graduate Center of City University of New York where he directs the Child Interactive Learning and Development (CHILD) Lab. He is also Training Director of the Interdisciplinary Postdoctoral Research Training (IPoRT) Program, and a Primary Investigator at the Games for Learning Institute (G4LI). His research, which examines the development of symbolic abilities and the role of these capabilities in education, has been funded by the National Institutes of Health, the National Science Foundation, the Institute for Educational Sciences, as well as from Microsoft Research and Google Research. His work examines how children acquire and use “cultural tools” to store and transmit knowledge (e.g., language, literacy, and information technologies), and how these tools transform developmental and learning processes, particularly the formation of mental representations. His resent work has focused on developing effective educational simulations and digital games for students from kindergarten through college age. He holds a B.Sc. from Dalhousie University, and an M.A. and Ph.D. from the University of Toronto.
Dr. Van Schaack’s research is focused on the development and dissemination of effective, efficient, and accessible instructional technologies (products and practices) based on empirically-validated scientific research. Dr. Van Schaack has been working with Cerego since its early think tank days. He is presently a Senior Lecturer at Vanderbilt University where he teaches undergraduate and graduate-level courses in the Peabody School of Education (social science research methods), the School of Engineering (technology forecasting and assessment), and the Medical School (instructional design). He holds a bachelor’s degree in instructional psychology and doctorate in instructional technology from Utah State University. As Chief Scientist and Senior Science Advisor of Livescribe, he has earned a number of patents on technologies focused on increasing the effectiveness, efficiency, and accessibility of teaching and learning.