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Prisms VR founder urges state appropriation after reporting early gains in algebra using spatial VR learning
Summary
Prisms VR told the subcommittee its spatial, career‑connected VR curriculum improved Algebra I benchmark scores in an initial randomized trial and requested state funding to scale to an additional 50,000 high‑need Michigan students.
Anurupa Ganguly, founder and CEO of Prisms VR, told the House appropriations subcommittee on April 22 that Prisms’ spatial learning platform teaches standards‑based math and science through first‑person, career‑connected VR experiences and that early research shows measurable gains in Algebra I.
Ganguly described a learning design that places students in simulated, job‑connected roles—epidemiologist, building engineer, air‑traffic controller—so they can link tactile, spatial experience to abstract mathematics. “I got out of the public system 5 years ago to build the world's first spatial learning platform for core math and science,” Ganguly said. She said Prisms serves grades 6–12 and that teacher upskilling, job‑embedded coaching and a teacher dashboard are integral to the model.
Research and Michigan footprint: Ganguly said Prisms has reached about 15,000 Michigan students and is deployed in districts nationwide. She cited a randomized control trial with WestEd in Ohio that found an 11 percent increase on state Algebra I benchmark assessments in year one for students using Prisms modules. Ganguly told the subcommittee Prisms focuses on rural and Title‑I districts and requested a state appropriation to scale to another 50,000 high‑need Michigan students in the next 18 months.
Implementation supports and costs: Ganguly emphasized teacher institutes, two job‑embedded coaching rounds, hardware (spatial computing headsets) and curriculum alignment to standards. She noted that districts often lack funds for hardware and the professional development necessary to implement VR with fidelity; Prisms provides a teacher dashboard and classroom management controls so teachers retain oversight.
Questions and next steps: Representative Glanville praised the brain‑science approach and the committee thanked Ganguly for participating remotely; the subcommittee did not take formal votes on an appropriation during the hearing. Ganguly asked legislators to consider an appropriation to expand access for high‑need students and to fund teacher upskilling and devices.
