Science through Technologically Enhanced Play

Joshua Danish and members of the Representations, Activity, Play and Technology (RAPT) lab are working with cutting edge technology to help elementary-age students learn science through embodiment. In collaboration with OpenPtrack, Inquirium and collaborators from UCLA, the STEP project aims to use motion tracking technologies to help transform young children's (1st and 2nd grade) physical actions during pretend play into a set of symbolic representations and parameters in a science simulation. As students physically move around the classroom, the computer will track their motion and interactions with selected objects and translate their physical activity into a shared display which is projected onto an interactive whiteboard. Through these play-as-modeling activities, students will learn the core concepts of science, and the conceptual skills of modeling and systematic measurement. This work extends and refines the work of the prior Learning Physics through Play (LPP) Project. Support for this project comes from the National Science Foundation (IIS-1323767).


Project Members


Joshua Danish

Asmalina Saleh

Alejandro Andrade



Danish, J. A., Enyedy, N., Saleh, A., Lee, C., & Andrade, A. (2015). Science Through Technology Enhanced Play: Designing to Support Reflection Through Play and Embodiment. In S. Ludvigsen & O. Lindwall (Eds.), Proceedings of the 11th International Conference on Computer Supported Collaborative Learning. Gothenburg, Sweden: International Society of the Learning Science.

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. 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.