Vanderbilt AI Tool Brings Science to Life Through Role-Play

GEM-STEP uses mixed reality and AI to make coding and science lessons more engaging and accessible for high school students.

Published on Feb. 26, 2026

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Researchers at Vanderbilt University have developed an AI-powered learning tool called GEM-STEP that allows high school students to physically act out and embody scientific concepts and coding principles. By wearing tracking devices, students can control on-screen avatars and simulations, helping them develop a deeper understanding and connection to the material. The tool, which builds on Vanderbilt's earlier STEP program, is currently being piloted in Tennessee classrooms, with plans to expand its use across the country.

Why it matters

GEM-STEP aims to make STEM subjects more engaging and accessible for a wider range of students by incorporating physical, embodied learning. Research shows that this approach can improve student engagement, creativity, academic outcomes, and social skills. The tool's use of AI also allows it to provide real-time feedback and personalized challenges to keep students actively exploring the material.

The details

GEM-STEP was developed by an interdisciplinary team at Vanderbilt, including professors Noel Enyedy and Gautam Biswas, as well as PhD students Joyce Fonteles and Efrat Ayalon. The tool builds on Enyedy's earlier STEP program, which used tracking technology to allow students to physically embody scientific concepts like states of matter or pollination. The new GEM-STEP version incorporates AI to make the lessons more responsive and adaptive to student needs and behaviors. The AI system combines data from tracking sensors, classroom video, computer vision, system logs, and speech recordings to monitor student engagement and understanding in real-time.

  • GEM-STEP's first generation was launched around 15 years ago.
  • The current project is supported by a $20 million grant from the National Science Foundation that began in 2024.

The players

Noel Enyedy

Professor of teaching and learning at Vanderbilt Peabody College of education and human development, and the original creator of the STEP program.

Gautam Biswas

Cornelius Vanderbilt Professor of Engineering at Vanderbilt and a co-principal investigator on the GEM-STEP project.

Joyce Fonteles

A PhD student in computer science at Vanderbilt who is part of the GEM-STEP development team.

Efrat Ayalon

A PhD student in teaching and learning at Vanderbilt who is part of the GEM-STEP development team.

Joey Grassi

A computer science teacher at STEM Prep Academy in Nashville whose class is using the GEM-STEP tool.

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What they’re saying

“To get kids interested in science, you have to connect it to the real world. Embodiment makes you think as you act.”

— Gautam Biswas, Cornelius Vanderbilt Professor of Engineering (Mirage News)

“It allows them to see computer science in a different way.”

— Joey Grassi, Computer science teacher (Mirage News)

“We want to provide a more expansive way for kids to interact with these technologies. Because later on, that will help them think outside of the box.”

— Joyce Fonteles, PhD student in computer science (Mirage News)

What’s next

The GEM-STEP team plans to continue working closely with teachers and students to gather feedback and further develop the AI-powered tool, with the goal of making it available to more schools across the country.

The takeaway

By using embodied learning and AI-driven adaptability, the GEM-STEP tool is making coding and science lessons more engaging, accessible, and effective for a diverse range of high school students. This innovative approach could help inspire the next generation of STEM leaders and problem-solvers.