We have built a constructionist maths game to help children learn addition and subtraction. Constructionism makes the task goal meaningful to the learning, lets them act to achieve that goal, feeds back the result in relations to the goal and motivates revisions in improve. The game involves making, breaking, joining and smashing beads together to match the target.

Some verbatim quotes:

• "It's very fun" - B, Reception
• "It's a really fun game" - B, Yr1
• "This is a really fun game - I don't want anyone to know about it" - B, Yr1
• "This game is the best" - B, Yr1
• "Really fun" - G, Yr2
• "It's cool - I love this" - B, Yr3
• "I'd play it all day" - G, Yr4
• "I was absolutely astounded by the work they were doing with this. They were clearly seeing things in a different way" - their teacher

We are building an online portal containing newly digitised versions of DCAL's established tests.

The tests can be used by both clinicians and researchers, and the portal provides training content to ensure that the tasks are administered correctly.

We have built a tool in which every member of the audience can control their dot on the main screen using their smartphone. By moving to different areas of the screen, they can answer questions, influence each other, and work together as a team.

This tool allows the science team to investigate how groups of people influence one another, and how crowds interact to make group decisions.

We delivered a believable online supermarket, with over ten thousand products, for researchers to investigate the factors that influence online shopping behaviour.

The participants felt as if they were using a real-world supermarket site, but the researchers could manipulate food labelling, the order of search results and even offer healthier swaps to selected products.

We delivered six identical computers to the Science Museum, London. These were used to administer a novel mouse-tracking task that used mouse-curvature paths to capture implicit attitudes.

The program also presented the participants with their instructions, provided a demonstration video, ran the practice trails and captured the necessary participant data.

We developed an online education platform for educators to deliver and track progress of students through an online course. The platform provides students with the opportunity to provide feedback and the end of each lesson, enabling educators to continually improve the quality of the lesson.

Additionally, each lesson can also test students' knowledge. This not only provides students with immediate testing and feedback – which has been empirically shown to improve long term-retention – but also provides an objective measure of the quality of the lesson.

We are building a cognitive training platform that allows hundreds of teenagers to be trained on two cognitive tasks. The platform will also provide initial instruction in these tasks and administer a battery of psychological tests at various points in time.

The platform will enable the efficient and timely participation of hundreds of school-aged participants by allowing the researchers to collect data from multiple participants concurrently using school IT equipment.

We are building a speechreading that will allows deaf students to practice speechreading skills as part of an RCT to see whether improvements in speechreading lead to gains in reading skills.

The platform will enable the effective and timely participation of hard to reach young deaf students by presenting the training within the context of an enjoyable game.