Learning physics through play in an augmented reality environment

Noel Enyedy, Joshua A. Danish, Girlie Delacruz, Melissa Kumar
<span title="2012-07-06">2012</span> <i title="Springer Nature"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/mf7jwo33wbgoxcycwisj6tgcmq" style="color: black;">International Journal of Computer-Supported Collaborative Learning</a> </i> &nbsp;
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 three design principles behind the LPP curriculum: the use of play and participatory modeling, progressive symbolization within rich semiotic ecologies, and cycles of activity. We then present a qualitative case-study analysis of these principles in action as two students
more &raquo; ... lop and demonstrate their understanding of net forces in two dimensions using the LPP microworld. Then, we summarize Pre/Posttest results which show that these young students were able to develop a conceptual understanding of force, net force, friction and two-dimensional motion after participating in the LPP curriculum which leveraged their prior experiences and ability to engage in embodied play as a form of scientific modeling.
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/s11412-012-9150-3">doi:10.1007/s11412-012-9150-3</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/vegtzwguszhmha7qcktwbzbps4">fatcat:vegtzwguszhmha7qcktwbzbps4</a> </span>
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