In preparation for the experimental launch of CogniPlay‑based education in the 2026–2027 school year, preliminary meetings have begun at the request of participating schools. The first meeting was held on 22 June 2026 from 13:00 to 16:00.
Location: As a result of preparatory discussions with Director György Láng, the meeting took place at the ELTE Radnóti Miklós Practice Primary and Secondary School, where the evaluation of the methodology has also begun.
The MTA–AVKF Learning Environment Research Group is being expanded with the college instructors’ domain‑specific research teams. At the online meeting held on June 8, the CogniPlay working group, organized by Ágota Buzogány, decided to translate the CogniPlay methodology into scientifically grounded professional materials that can be transferred into teaching practice.
As part of the Lumen Educationis – Catholic Educational Innovation Conference (Budapest, 19 May 2026), we organized a dedicated section. In addition to the presentations, participants were able to gain first‑hand experience in a CogniPlay session led by children from Tatabánya.
Today, CogniPlay was presented at the professional workshop of the Neurodiversity Methodology Centre. The participants included various professionals as well as students.
They were able to try the PlayAbility test in practice and also gain first‑hand experience with the CogniPlay method. The “logic buttons,” which will become part of the methodology’s toolkit, were also introduced.
A professional meeting was held to prepare the comparative analysis of the Chess Palace and CogniPlay pedagogical systems. The two approaches share a common foundation: playful learning, the development of rule‑based thinking, the support of children’s active engagement, and the emphasis on the teacher’s role as a reflective guide.
During the discussion, we reviewed the differing system logics of the two frameworks. While Chess Palace offers a coherent, chess‑based learning universe, CogniPlay represents an open, conceptual, and adaptive educational architecture capable of integrating a wide variety of games and learning situations into a unified system. The two methodologies are highly compatible, and their strengths can mutually reinforce one another.
Testing of the first module of PlayAbility can now begin in Hungary as well. The test can be used on a tablet, but for now it is certified for only one type of device, which limits testing possibilities. We will soon optimize the test for various tablets. More information: https://cogniplay.com/en/assessment/
At the online professional workshop of the Neurodiversity Methodological Centre, the research group’s methodological publication was presented. The book Changing Learning Environment generated significant interest, as it introduces ways in which the methodologies used during the research can be applied and adapted in practice, offering possibilities that can be integrated into teaching.
At the Department of Automation at BME, Associate Professor Dr. Bertalan Forstner, a member of the research group, is guiding his students in the development of the Coglica test – https://coglica.aut.bme.hu/cogniapp.
The first research meeting of the year was held online on February 9. The web interface is essentially complete; the next task is to refine the test items/games.
On February 2, 2026, the professional workshop at Apor Vilmos Catholic College focused on the role of the CogniPlay method – particularly in developing mathematical thinking. The workshop was led by Ágota Buzogány and Imre Kökényesi.
The professional discussion was grounded in a practical demonstration centred on the transition from kindergarten to school. The workshop materials are available at the following link: CogniPlay.
On January 17, our research project continued with the use of the Sensorimotor and Cognitive Profile Test. Preliminary assessments were launched at Beijing Huijia, a Chinese private school, to support the development of the PlayAbility profile test to be created within the CogniPlay system. A minor difficulty was that the children’s English proficiency was not sufficient, so the teachers had to provide a lot of assistance.
