Professor Enyedy studies how people learn through social interaction. He often engages in Design-Based-Research and creates new teaching and learning contexts where teachers and students have opportunities to learn. From the records of their learning (often video taped interactions) Enyedy strives to understand how learning is organized. For the last 10 years, Enyedy has been pioneering the use of mixed reality environments—where physical motion of children moving around a room is used as the input for a computer simulation. The intent of the mixed reality participatory simulations is to spark conversations between students and support instructional conversations in productive ways.
Enyedy, N., Danish, J. A., & DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality learning environment. International Journal of Computer-Supported Collaborative Learning, 10(1), 7-34.
Enyedy, N. and Stevens, R. (2014). Analyzing Collaborative Discourse. In The Cambridge Handbook of the Learning Sciences, Kieth Sawyer (ed) p. 191- 212. Cambridge University Press.
Danish, J. A., & Enyedy, N. (2014). Latour goes to kindergarten: Children marshaling allies in a spontaneous argument about what counts as science. Learning, Culture and Social Interaction.
Fields, D. & Enyedy, N. (2013). Picking up the mantle of “expert”: Assigned roles, assertion of identity, and peer recognition within a programming class. Mind, Culture, and Activity 20(2) 113-131.
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, 7(3), 347-378.