In the Science through Technology Enhanced Play (PLAY) project, we are investigating how embodied play among elementary school students can be used to help them understand scientific phenomena (e.g., the working of forces, complex behaviors of bees).

This is actually a collection of grants including:

Note that this work extends our prior work on the Learning Physics through Play (LPP) Project.

For more information, see:
Selected publications:
  1. Saleh, A., Danish, J., Humburg, M., & Enyedy, N. (2017). How body-based actions support elementary students’ science explanations about the particulate nature of matter. Annual conference of the American Educational Research Association.
  2. Danish, J. A., Enyedy, N., Saleh, A., Humburg, M., DeLiema, D., Dahn, M., & Lee, C. (2017). STEP-Bees: Coordinating embodied interaction with peers, teachers, and computer simulation to support learning. Annual conference of the American Educational Research Association.
  3. DeLiema, D., Enyedy, N., Danish, J., Lee, C., Illum, R., Dahn, M., … Mahoney, C. (2016). Blending Play and Inquiry in Augmented Reality: A Comparison of Playing a Video Game to Playing Within a Participatory Model. In International Conference of the Learning Sciences (pp. 450–457).
  4. 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 Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference (Vol. 1). The International Society of the Learning Sciences. Danish-2015-Science Through Technology Enhance.pdf
This project was co-directed with: Noel Enyedy, Jeff Burke, and Fabien Wagmister.