Clinical research At 
Poppins' heart

Our educational games look and feel like high-end interactive action video games but, unlike typical video games, they are informed by decades of neuroscience and built with proprietary technology developed to target and treat learning difficulties at their specific sources in the brain.

Our clinical leaders

Mélanie Descamps, Ph.D

Head of Medical team

Neuropsychologist, holds a double doctorate in clinical and research, and was previsouly deputy director of a Canadian private clinic

Charline Grossard, Ph.D

Speech therapist and research Engineer

Chairholder of the Digital Communication, Games and Public Health Chair.

Sara Cadoni, Ph.D

Clinical project lead

Biomedical engineer and PhD in neuroscience, she brings her expertise to the management of clinical trials for medical devices

Our Scientific Board

Dr Michel Habib


Board member of the Learned Society on Language Disorders, Director of Neurodys Health Network. Neurologist

Dr Catherine Grosmaitre


Head of the Reference Center for Learning Disabilities. Neuropsychologist

Dr Jennifer Zuk

Speech Therapist

Director and Principal Investigator of the Communication and Neurodevelopment Lab. Speech therapist.

Dr David Cohen

Child Psychiatrist

Director of the Child Psychiatry department and co-director of the school of speech therapy. Psychiatrist

Pr Jean Xavier

Child Psychiatrist

Child psychiatrist and Head of EXIST (Expertise, Innovation, Care, Neurodevelopmental Disorders).

Pr. Jonathan Bolduc

Music Teacher

Chairholder of the Canada Research Chair in Music and Learning. Member of the Commission on Preschool and Elementary Education. Music Teacher.

“Poppins is a game-changer for children with learning differencies.We are proud to collaborate and bring our expertise to these promising educational games.”

Photo Michel Habib

Michel Habib

Neurologist, CNRS associate researcher, president of Neurodys and member of the FFDys scientific council.
- Timone Hospital (AP-HM)

Une étude menée en 2022

Our musical rehabilitation games help children with learning differences to read.

In 2022, Poppins was evaluated through a phase III clinical trial, randomized, double-blind and placebo-controlled, to assess its effectiveness in children with learning differences aged 7 to 11.

This study met the highest research standards. Participants were randomly assigned to engage with either Poppins game or a placebo game, with both versions set in an identical visual world to ensure blinding. The design guaranteed that participants were unaware of which version they were using, maintaining the study's integrity.

Independent speech therapists conducted detailed assessements of the children's progress before and after interacting with the game. They focused on evaluating a spectrum of reading competencies and other foundational skills critical for educational development.

Spread over two years and involving 154 children, this study demonstrates Poppins' commitment to evidence-based interventions in educational therapy.

Poppins' Learning Efficacy: Key Highlights

Phonological awareness

Our program has demonstrated a statistically significant enhancement of phonological awareness among children with severe dyslexia, paving the way to improved reading skills.

Reading speed

We've observed a statistically significant increase in reading speed across all children with learning differences, indicating a robust improvement in fluency.

Reading accuracy

Our clinical trials exhibit significant improvement in reading accuracy for children with learning differences, fostering better comprehension and academic success.


Our previous studies

The unprecedented lockdowns of the Covid-19 ear presented unique challenges and opportunities for educational research in France. Poppins seized this moment to conduct extensive studies that would refine and elevate the learning experience for children.

In our initial study, 2,500 children interacting with an early version of Poppins games. Their feedback helped us refine the games, with an emphasis on personalization, engaging storytelling, humor, and the gradual progression of difficulty levels.

Building upon this foundation, we launched a second study with more over 3,000 children to put our enhanced game to the test. The results were clear: we saw a marked improvement in user engagement and a significant rise in performance measurers in all areas, demonstrating the success of our targeted improvements.


Related publications

You want to contact our clinical team:

Choose your Poppins offer

Poppins offers total flexibility to meet your child's unique needs.Define the duration of your care from among our three therapeutic offers.



Help your child make tangible progress in reading.



Give him the benefit of a comprehensive and supported program.



Support your child while they wait for speech therapy.


Until what age can Poppins be used?

Poppins was designed for children between the ages of 7 and 11.

What equipment is required?

Poppins can be played on a smartphone, or on a tablet.

For Apple devices, you'll need at least iOS 15.
If you are on Android, it will be Android 11 at least.

You can see your device's operating system version in your phone settings.

As this is a mostly tactile game, it was not possible for us to offer it to you on a computer.

How do I access the Poppins game?
My child is not in the scope (he is either not of age, or has no Dys disorder or other ADD/ADHD disorder etc.), can he still use Poppins?

He can totally use Poppins.

That said, keep in mind that Poppins has not been tested with non-dyslexic children, so we can't assure you that the game will benefit him just as much.

Dyslexia is often associated with other learning or developmental disabilities: when we tested Poppins, having other learning disabilities was not incompatible with gaming.

Your child can therefore use Poppins: there are no willing to play.

Who is behind Poppins?

Engineers for learning differentiation, motor and singing activities, and the computer magic wand.

Game developers so that the use of Poppins is smooth, and that children are engaged in their learning.

👾 Scientists, speech therapists, neuropsychologists and psychomotor therapists without whom we could not make Poppins evolve, and whose feedback allows us to improve the therapeutic support of children.

We would especially like to thank Professor Habib (neurologist, Timone Hospital, AP-HM,), Dr. Grosmaitre (neuropsychologist, Head of CRTLA, Necker Hospital, AP-HP), Professor Cohen (Head of Child Psychiatry Department Pitié-Salpetrière, AP-HP), Professor Charline Bolduc (Music and Learning Research Chair, Quebec), Grossard (speech therapist, Pitisalé-HP) Pitié-Salpetrière, AP-HP), Professor Charline Bolduc (Music and Learning Research Chair, Quebec), Grossard (speech therapist, Pitié-Salpetrière, AP-HP) Joana Matos (physician in charge of CRTLA, Pitié-Salpetrière) and Professor Jean Xavier (child psychiatrist and EXIST manager, Henri Laborit Hospital) as well as Nathalie Groh, president of the FFDys and Laetitia Branciard, vice president of the FFDys