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International Journal of Computer-Supported Collaborative Learning

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01-09-2012

Learning physics through play in an augmented reality environment

Authors: Noel Enyedy, Joshua A. Danish, Girlie Delacruz, Melissa Kumar

Published in: International Journal of Computer-Supported Collaborative Learning | Issue 3/2012

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Abstract

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.

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We have adapted the term ‘ambitious math instruction’ from (Lampert et al. 2010) which was used to refer to instruction that simultaneously targets conceptual understanding, procedural fluency and productive dispositions towards the domain.

Note that in previous presentations, this project was referred to as the Semiotic Pivots and Activity Spaces for Elementary Science (SPASES) Project NSF Award # DRL-0733218.

All names are pseudonyms.

The initial implementation of LPP allowed for all artwork to be substituted except for the ball. Students were, however, able to imagine the ball as a letter and referred to it as such throughout this activity. To avoid this challenge, however, future iterations will support a replacement of all visual elements in the system.

Large and medium are labels that the students chose to apply to those different forces.

They were asked to poke the soccer ball with a stick, rather than kick it, to better simulate an impulse force and to provide better control over the direction of the force.

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Title: Learning physics through play in an augmented reality environment
Authors: Noel Enyedy
Joshua A. Danish
Girlie Delacruz
Melissa Kumar
Publication date: 01-09-2012
Publisher: Springer US
Published in: International Journal of Computer-Supported Collaborative Learning / Issue 3/2012
Print ISSN: 1556-1607
Electronic ISSN: 1556-1615
DOI: https://doi.org/10.1007/s11412-012-9150-3

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