In the Science through Technology Enhanced Play (STEP) 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). Our most recent application is called GEM-STEP where the GEM stands for Generalized Embodied Modeling. This system allows users to create and implement any embodied model they can imagine with embodiment / motion tracking. You can see some of the models we’ve made on our examples page.

Below is an image of a recent implementation of using GEM-STEP. Here you can see children in the classroom pretending to be fish. As they do this, the GEM-STEP system tracks their locations using tags on their hats and uses that information to control fish in the simulation at the bottom of the image. This simulation is then projected for the students to see as they play. In this activity, the students are exploring how the fish in a pond ecosystem are dependent on the algae for survival, and how the algae are in-turn dependent on the sun. Our theoretical framework for embodied learning highlights how youth learn in this kind of activity by attending to both their individual embodied experience of moving around, and their social, collective experience of coordinating their movement as they explore this system.

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