NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ976353
Record Type: Journal
Publication Date: 2012-Sep
Pages: 32
Abstractor: As Provided
ISSN: ISSN-1556-1607
Learning Physics through Play in an Augmented Reality Environment
Enyedy, Noel; Danish, Joshua A.; Delacruz, Girlie; Kumar, Melissa
International Journal of Computer-Supported Collaborative Learning, v7 n3 p347-378 Sep 2012
The Learning Physics through Play Project (LPP) engaged 6-8-year old students (n = 43) in a series of scientific investigations of Newtonian force and motion including a series of augmented reality activities. We outline the two design principles behind the LPP curriculum: 1) the use of socio-dramatic, embodied play in the form of participatory modeling to support inquiry; and 2) progressive symbolization within rich semiotic ecologies to help students construct meaning. We then present pre- and post-test results to show that young students were able to develop a conceptual understanding of force, net force, friction and two-dimensional motion after participating in the LPP curriculum. Finally, we present two case studies that illustrate the design principles in action. Taken together the cases show some of the strengths and challenges associated with using augmented reality, embodied play, and a student invented semiotic ecology for scientific inquiry.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A