Much of my recent research examines the connections and disconnections between academic and classroom conversations.
In order to teach young children Newtonian force and motion we designed a set of augmented reality and motion-capture technologies that leveraged students' existing competencies in pretend play and transformed these play skills into formal and symbolic models of force and motion.
Using computer vision, Wii remotes, RFID tags, and other sensing technologies we used students' physical actions in the world as an interface to computer simulations to make these ideas accessible to even younger students.
Enyedy, N; Danish, J. A.; Delacruz, G.; & Kumar, M. (submitted). Learning physics through play in an augmented reality environment. International Journal of Computer Supported Collaborative Learning.
