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Interactive mouthpiece opens new opportunities for health data, assistive technology, and hands-free interactions

New Post has been published on https://thedigitalinsider.com/interactive-mouthpiece-opens-new-opportunities-for-health-data-assistive-technology-and-hands-free-interactions/

Interactive mouthpiece opens new opportunities for health data, assistive technology, and hands-free interactions

When you think about hands-free devices, you might picture Alexa and other voice-activated in-home assistants, Bluetooth earpieces, or asking Siri to make a phone call in your car. You might not imagine using your mouth to communicate with other devices like a computer or a phone remotely. 

Thinking outside the box, MIT Computer Science and Artificial Intelligence Laboratory (CSAIL) and Aarhus University researchers have now engineered “MouthIO,” a dental brace that can be fabricated with sensors and feedback components to capture in-mouth interactions and data. This interactive wearable could eventually assist dentists and other doctors with collecting health data and help motor-impaired individuals interact with a phone, computer, or fitness tracker using their mouths.

Resembling an electronic retainer, MouthIO is a see-through brace that fits the specifications of your upper or lower set of teeth from a scan. The researchers created a plugin for the modeling software Blender to help users tailor the device to fit a dental scan, where you can then 3D print your design in dental resin. This computer-aided design tool allows users to digitally customize a panel (called PCB housing) on the side to integrate electronic components like batteries, sensors (including detectors for temperature and acceleration, as well as tongue-touch sensors), and actuators (like vibration motors and LEDs for feedback). You can also place small electronics outside of the PCB housing on individual teeth.

Play video

MouthIO: Fabricating Customizable Oral User Interfaces with Integrated Sensing and Actuation Video: MIT CSAIL

The active mouth

“The mouth is a really interesting place for an interactive wearable and can open up many opportunities, but has remained largely unexplored due to its complexity,” says senior author Michael Wessely, a former CSAIL postdoc and senior author on a paper about MouthIO who is now an assistant professor at Aarhus University. “This compact, humid environment has elaborate geometries, making it hard to build a wearable interface to place inside. With MouthIO, though, we’ve developed a new kind of device that’s comfortable, safe, and almost invisible to others. Dentists and other doctors are eager about MouthIO for its potential to provide new health insights, tracking things like teeth grinding and potentially bacteria in your saliva.”

The excitement for MouthIO’s potential in health monitoring stems from initial experiments. The team found that their device could track bruxism (the habit of grinding teeth) by embedding an accelerometer within the brace to track jaw movements. When attached to the lower set of teeth, MouthIO detected when users grind and bite, with the data charted to show how often users did each.

Wessely and his colleagues’ customizable brace could one day help users with motor impairments, too. The team connected small touchpads to MouthIO, helping detect when a user’s tongue taps their teeth. These interactions could be sent via Bluetooth to scroll across a webpage, for example, allowing the tongue to act as a “third hand” to open up a new avenue for hands-free interaction.

“MouthIO is a great example how miniature electronics now allow us to integrate sensing into a broad range of everyday interactions,” says study co-author Stefanie Mueller, the TIBCO Career Development Associate Professor in the MIT departments of Electrical Engineering and Computer Science and Mechanical Engineering and leader of the HCI Engineering Group at CSAIL. “I’m especially excited about the potential to help improve accessibility and track potential health issues among users.”

Molding and making MouthIO

To get a 3D model of your teeth, you can first create a physical impression and fill it with plaster. You can then scan your mold with a mobile app like Polycam and upload that to Blender. Using the researchers’ plugin within this program, you can clean up your dental scan to outline a precise brace design. Finally, you 3D print your digital creation in clear dental resin, where the electronic components can then be soldered on. Users can create a standard brace that covers their teeth, or opt for an “open-bite” design within their Blender plugin. The latter fits more like open-finger gloves, exposing the tips of your teeth, which helps users avoid lisping and talk naturally.

This “do it yourself” method costs roughly $15 to produce and takes two hours to be 3D-printed. MouthIO can also be fabricated with a more expensive, professional-level teeth scanner similar to what dentists and orthodontists use, which is faster and less labor-intensive.

Compared to its closed counterpart, which fully covers your teeth, the researchers view the open-bite design as a more comfortable option. The team preferred to use it for beverage monitoring experiments, where they fabricated a brace capable of alerting users when a drink was too hot. This iteration of MouthIO had a temperature sensor and a monitor embedded within the PCB housing that vibrated when a drink exceeded 65 degrees Celsius (or 149 degrees Fahrenheit). This could help individuals with mouth numbness better understand what they’re consuming.

In a user study, participants also preferred the open-bite version of MouthIO. “We found that our device could be suitable for everyday use in the future,” says study lead author and Aarhus University PhD student Yijing Jiang. “Since the tongue can touch the front teeth in our open-bite design, users don’t have a lisp. This made users feel more comfortable wearing the device during extended periods with breaks, similar to how people use retainers.”

The team’s initial findings indicate that MouthIO is a cost-effective, accessible, and customizable interface, and the team is working on a more long-term study to evaluate its viability further. They’re looking to improve its design, including experimenting with more flexible materials, and placing it in other parts of the mouth, like the cheek and the palate. Among these ideas, the researchers have already prototyped two new designs for MouthIO: a single-sided brace for even higher comfort when wearing MouthIO while also being fully invisible to others, and another fully capable of wireless charging and communication.

Jiang, Mueller, and Wessely’s co-authors include PhD student Julia Kleinau, master’s student Till Max Eckroth, and associate professor Eve Hoggan, all of Aarhus University. Their work was supported by a Novo Nordisk Foundation grant and was presented at ACM’s Symposium on User Interface Software and Technology.

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Using spatial learning to transform math and science education

New Post has been published on https://thedigitalinsider.com/using-spatial-learning-to-transform-math-and-science-education/

Using spatial learning to transform math and science education

Legend has it that Isaac Newton was sitting under a tree when an apple fell on his head, sparking a bout of scientific thinking that led to the theory of gravity. It’s one of the most famous stories in science, perhaps because it shows the power of simple human experiences to revolutionize our understanding of the world around us.

About five years ago, Anurupa Ganguly ’07, MNG ’09 noticed kids don’t learn that way in schools.

“Students should learn how to use language, notation, and eventually shorthand representation of thoughts from deeply human experiences,” Ganguly says.

That’s the idea behind PrismsVR. The company offers virtual reality experiences for students, using physical learning to teach core concepts in math and science.

The platform can radically change the dynamics of the classroom, encouraging self-paced, student-led learning, where the teacher is focused on asking the right questions and sparking curiosity.

Instead of learning biology with a pen and paper, students become biomedical researchers designing a tissue regeneration therapy. Instead of learning trigonometry in a textbook, students become rural architects designing a new school building.

“We’re building a whole new learning platform, methodology, and tech infrastructure that allows students to experience problems in the first person, not through abstractions or 2D screens, and then go from that experience to ascribe meaning, language, and build up to equations, procedures, and other nomenclature,” Ganguly explains.

Students can rotate their bodies to minimize the distance between a trend line and the data points, to find the line of best fit and formalize the concept of residuals.

Image: Courtesy of PrismsVR

Today PrismsVR has been used by about 300,000 students across 35 states. The company’s approach was shown to boost algebra test scores by 11 percent in one study, with larger, multistate studies currently underway through funding from the Gates Foundation.

“Education has been in desperate need of real reform for many years,” Ganguly says. “But what’s happened is we’ve just been digitizing old, antiquated teaching methods instead. We would take a lecture and make it a video, or take a worksheet and make it a web app. I think districts see us taking a more aspirational approach, with multimodal interaction and concepts at the center of learning design, and are collaborating with us to scale that instead. We want to get this to every single public school student across the U.S., and then we’re going into community colleges, higher ed, and international.”

A new paradigm for learning

Ganguly was an undergraduate and master’s student in MIT’s Department of Electrical Engineering and Computer Science. When she began as an undergrad in 2003, she estimates that women made up about 30 percent of her class in the department, but as she advanced in her studies, that number seemed to dwindle.

“It was a disappearing act for some students, and I became inspired to understand what’s happening at the K-12 levels that set some students up for success and led to fragile foundations for others,” Ganguly recalls.

As she neared the end of her graduate program in 2009, Ganguly planned to move to California to take an engineering job. But as she was walking through MIT’s Infinite Corridor one day, a sign caught her eye. It was for Teach for America, which had collaborated with MIT to recruit students into the field of teaching, particularly for high need and high poverty students.

“I was inspired by that idea that I could use my education, engineering background, and disciplined systems thinking to think through systemic change in the public sector,” says Ganguly, who became a high school physics and algebra teacher in the Boston Public Schools.

Ganguly soon left the classroom and became director of math for the district, where she oversaw curriculum and teacher upskilling. From there, Ganguly went to New York City Public Schools, where she also supported curriculum development, trying to relate abstract math concepts to students’ experiences in the real world.

“As I began to travel from school to school, working with millions of kids, I became convinced that we don’t have the tools to solve the problem I thought about at MIT — of truly leveling the playing field and building enduring identities in the mathematical sciences,” Ganguly says.

The problem as Ganguly sees it is that students’ world is 3D, complex, and multimodal. Yet most lessons are confined to paper or tablets. For other things in life, students learn through their complex experiences: through their senses, movement, and emotions. Why should math and science be any different? In 2018, the Oculus Quest VR headset was released, and Ganguly thought she had found a more effective learning medium to scale how we learn.

But starting an education company based on virtual reality at the time was audacious. The 128-gigabyte Quest was priced at $500, and there were no standards-based VR curricula or standalone VR headsets in U.S. K-12 schools.

“Investors weren’t going to touch this,” Ganguly jokes.

Luckily, Ganguly received a small amount of funding from the National Science Foundation to build her first prototype. Ganguly started with Algebra 1; performance in this class is one of the top predictors of lifetime wages but has shown a stubbornly persistent achievement gap.

Her first module, which she built during the pandemic, places students in a food hall when a sudden announcement from the mayor rings out. There’s an alarming growth of an unknown virus in the area. The students get the power to travel back in time to see how the virus is spreading, from one person’s sneeze to many people’s behaviors in a demonstration of multiplicative growth.

The people turn to dots in a simulation as the journey moves to interactive, tactile data visualization, and the students are charged with figuring out how many weeks until the hospitals run out of capacity. Once the learning design for VR was established, Ganguly continued to build experiences across the curriculum in geometry, algebra II and III, biology, chemistry, and middle school subjects. Today Prisms covers all math and science subjects in grades seven to eleven, and the company is currently building out calculus, data science, and statistics for upper and postsecondary school. By the fall of 2025, Prisms will have evergreen content up to grade level 14.

Following the experiences, students gather in small groups to reflect on the lessons and write summaries. As students go through their virtual experiences, teachers have a web dashboard to monitor each child’s progress to support and intervene where needed.

“With our solution, the role of the teacher is to be Socrates and to ask high-quality questions, not deliver knowledge” Ganguly says.

As a solo founder, Ganguly says support from MIT’s Venture Mentoring Service, which offers members of the MIT community startup guidance in the form of “board meetings” led by successful entrepreneurs, was crucial.

“The MIT founder community is different,” Ganguly says. “We’re often technical founders, building for ourselves, and we build our company’s first product. Moving from product to your go-to-market strategy and hiring is a unique journey for product-minded founders.”

From textbooks to experiences

A few years ago, Ganguly’s team was leading a classroom coaching session in a Virginia school district when a teacher told her about a student named Silas.

“The teacher was saying, ‘Silas never does anything, he just sits in the back of class,’” Ganguly recalls. “I’ve seen this like clockwork, so we just said, ‘Let’s give Silas a fresh shot and see what we can do.’ Lo and behold, Silas was the first one to finish the module and write a full synthesis report. The teacher told me that was the first time Silas has turned in an assignment with everything filled in.”

Ganguly says it’s one of thousands of anecdotes she has.

“A lot of students feel shut out of the modern math classroom because of our stubborn approach of drill and kill,” Ganguly says. “Students want to learn through great stories. They want to help people. They want to be empathetic. They want their math education to matter.”

Ganguly sees PrismsVR as a fundamentally new way for students to learn no matter where they are.

“We intend to become the next textbook,” Ganguly says. “The next textbooks will be spatial and experiential.”

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