RAPT Lab: Representations, Activity, Play, and Technology Lab
Projects: Learning Physics through Play (LPP)
In the Learning Physics through Play project, we first explored the potential of computer vision coupled with embodied play as a means for supporting students in learning complex science concepts. This project focused on force and motion with 1st and 2nd grade students.
Funding for the the iterations of the LPP Project
| Grant Name | Funding Agency | Grant Number | Co-PIs |
|---|---|---|---|
| Semiotic Pivots and Activity Spaces for Elementary Science (SPASES) | NSF | 0733218 | Joshua Danish, Noel Enyedy, Fabien Wagmeister, Jeff Burke |
Publications on the LPP Project
2016
- Danish, J. A., Enyedy, N., Saleh, A., & Lee, C. (2016). Designing for Activity. In V. Svihla & R. Reeve (Eds.), Design as Scholarship: Case Studies from the Learning Sciences (p. 26). Routledge.
2015
- Enyedy, N., & Danish, J. A. (2015). Learning Physics through Play and Embodied Reflection in an mixed-reality learning environment. In V. Lee (Ed.), Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments. New York, NY.: Routledge.
- Enyedy, N., Danish, J. A., & DeLiema, D. (2015). Liminal Blends: How students blend symbols, experiences, and their own bodies together in order to co-construct meaning in a collaborative augmented-reality learning environment. International Journal of Computer Supported Collaborative Learning paper
2012
- Enyedy, N., Danish, J. A., Delacruz, G., & Kumar, M. (2012). Learning physics through play in an augmented reality environment. International Journal of Computer-Supported Collaborative Learning, 1-32. paper