CENTRIC 2018 : The Eleventh International Conference on Advances in Human-oriented and Personalized Mechanisms, Technologies, and Services

Smart Toys for Game-based and Toy-based Learning

A Study of Toy Marketers’, Preschool teachers’ and Parents’ Perspectives on Play

Pirita Ihamäki Katriina Heljakka

Prizztech Ltd. University of Turku
Siltapuistokatu 14, 28101 Po.box. 124, 28101
Pori, Finland Pori, Finland
[email protected] [email protected]

Abstract—Over the next years smart Internet-connected toys communicated by toy marketers, preschool teachers and
are expected to grow significantly in numbers. Our study parents of the preschool children who took part in our play
explores smart toys’ potential to deliver experiences related to tests. In this way, the paper at hand outlines three perspectives
playful learning. One key aspect of toys, such as the CogniToys on playful learning related to smart toys: 1) the IoToys
Dino, Fisher-Price’s Smart Toy Bear and Wonder Workshop’s marketers’ point of view, 2) preschool teachers’ point of view,
Dash Robot are their game-based and toy-based features and
and 3) parents’ point of view on the educational possibilities
functions, which are suggested to have educational outcomes
of these contemporary toys.
when used in play. Through a comparative investigation of toy
marketers’, preschool teachers’ and the parents’ of preschool- While some researchers believe that using computers
aged children’s perspectives of smart toys potential—and a before age seven subtracts from important developmental
comparison to the actual play experiences of preschoolers tasks and other types of learning [4], we believe that the
discovered in earlier stages of research, we demonstrate how the IoToys with their ‘hidden’ [5], smart and connected
educational potential of contemporary smart toys may be technology, represents a medium for children’s social and
categorized into game-based and toy-based affordances that intellectual development. There have been effective attempts
may be employed for specific educational goals in playful at educational technology integration, but school reformers
learning. often expect educators to know how to incorporate technology
Keywords - game-based learning; Internet of Toys (IoToys);
into their teaching. Whereas it may be difficult for educators
play; preschoolers; smart toys.
to realize the potential of new kinds of smart toys to be used
in the context of early education, it is important to increase
knowledge of the toys’ possibilities in the learning context.
I. INTRODUCTION What is not to be neglected are the parents’ attitudes and
This paper examines the kind of possibilities that the opinions of using smart toys, as they represent so-called
Internet of Toys (or, IoToys) offers for playful learning ‘edutainment’, which may also be consumed when played
experiences through their various affordances analyzed with in the informal learning environment of the home. When
through the Playful Experience (PLEX) model introduced by children have a possibility to learn with smart toys, they can,
Lucero et al. [1]. We build on the suggested framework to for example, train their language and interaction skills. In this
conceptualize the gameful and toy play-like affordances of way, both the formal and informal play experiences related to
current smart toys. Our Playful Experience Framework for these toys change children’s dispositions to learning and
IoToys validation efforts include an earlier study of play- behaving.
testing smart toys of the present to see what kind of play According to an early definition, a ‘smart toy’ has been
experiences these toys prompted in their players (in our case defined as a device consisting of a physical toy component
study, preschool-aged children). As a result, the 15 categories that connects to one or more toy computing services to
of the original framework were further divided into game- facilitate gameplay in the cloud through networking and
based and toy-based play experiences in the Playful sensory technologies to enhance the functionality of a
Experience for IoToys Framework (See Table 1). This traditional toy [6]. There are three general properties of a
framework functions as a basis for our evaluation of the IoToys smart toys: They are 1) pervasive – a smart toy may follow
suitability for playful learning from the viewpoints of toy the child through everyday activities, 2) social – social
marketers, preschool teachers and preschooler’s parents. aspects and multiplayer participation are becoming a
In earlier stages of our research, we have found that mandatory aspect of interactive IoToys in one-to-one, one-to-
preschoolers use the toys for many kinds of play [2] [3]. This many and many- to-many relations [7], and 3) connected –
paper focuses on how these play experiences may be contemporary smart toys as IoToys may connect and
categorized into game-based and toy-based experiences, communicate with other toys and services through networks.
which both contribute to learning. With the previous findings For example, the CogniToys Dino can listen and answer to
in mind, our goal is to compare the results of the play tests questions raised by children by voice recognition as the toy is
with preschoolers with perspectives on smart toys as connected to IBM Watson’s Elemental Path “friendgine”,
which is a child

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CENTRIC 2018 : The Eleventh International Conference on Advances in Human-oriented and Personalized Mechanisms, Technologies, and Services

One of the reasons for such interest lies in the fact that, as
friendly database [8]. Recently, the smart, but previously non- Hoffman, Park and Lin [10] suggest, today’s question is how
connected toys have evolved into connected playthings, that to assist kindergarten and preschool educators by providing
according to Holloway and Green (2016) mean IoToys, knowledge, tools, and strategies required to respond to rapid
which 1) are connected to online platforms through Wi-Fi and changes in the learning environment, for example, how to
Bluetooth, but can also connect to other toys, 2) are equipped make use of smart toys such as the current connected IoToys
with sensors, and 3) relate one-on-one to children [9]. in playful learning. But, since there are no systematic studies
According to the marketers’ of IoToys, toys employed in of the IoToys suitability in the early childhood curriculum,
our study like the CogniToys Dino, Wonder Workshop’s some educators use ICT to a great extent while others do not
Dash and Fisher-Price’s Smart Toy Bear offer opportunities use it at all [2] [12]. “While parental beliefs appear to play a
for both entertainment and learning. The toys present significant role in children’s development, play-learning
educational possibilities, particularly in informal situations. beliefs remain relatively unexplored in the developmental
For example, the toy markers’ promote the toys’ capabilities literature”, Fisher et al. write [14]. Consequently, it is of
to teach language when played with at home. In the toy crucial importance for educators to become familiarized with
marketers’ understanding, then, the IoToys offer significant the new tools that for example the IoToys addressed in this
educational benefits and bring with them new possibilities to paper represent. For example, Chiong and Shuler (2010)
existing learning technologies [2]. discuss that adults keep young children motivated to use apps
Our interest to explore the potential of the smart toys in a and smart toys by providing an extra prompt for the child to
formal learning environment led us to investigate the toys understand smart toys and games [15]. In other words, the
employment in the preschool context. After studying the play child’s capacities to use smart toys and games is influenced by
experiences of young children between the ages 5-6 years, we the adult guidance. Thus, we claim that there is a need to
wanted to explore how these experiences correlate with the recognize the importance of smart toys potentiality in early
toy marketers’, preschool teachers’ and parents’ perspectives education to create opportunities for knowledge building and
of smart toys’ affordances suited for learning. What guided skills acquisition. The preschool teachers who participated in
our interest was the understanding that play with smart toys our study are using technology, such as tablets in learning
may be viewed from the perspectives of rule-bound (game- activities. Their attitude toward digital devices and smart toys
like) and open-ended (toy play-like) interaction. In other is positive. However, they are not familiar with smart toys’
words, they provide opportunities for both game-based and possibilities in an educational context.
toy-based learning. In our earlier study (Ihamäki and Heljakka, 2018) we
In order to study the perspectives that the different present the IoToys as a 21st century educational tool.
stakeholders around smart toys have, we used three kinds of Furthermore, we highlight the toy marketers’ views of four
research material: 1) marketing texts related to the toys under IoToys’ educational promises by describing the toys’
investigation as communicated by IoToys marketers, and 2) a possibilities to be used to offer rich, interactive, innovative
thematic survey to explore preschool teachers’ and, 3) and mobile learning experiences to preschool children both in
parental attitudes, and parents’ experiences of digitally the educational environment as well as in play during leisure
enhanced, smart toys in general. We interviewed two time, as suggested by the designers and marketers of the smart
preschool teachers and the 14 parents of the altogether 20 toys [2].
preschoolers who participated in our playtests with the help
of semi-structured surveys. The participants were asked about Media technology, smart toys, and Internet content have
a wide range of topics in relation to digitally-enhanced toys, an important role in the everyday life of young children [16].
which we here consider to represent smart toys. Skills for understanding and using media are typically learned
In the following section 2, we describe earlier studies to at home and from peers during the first years of a child’s life.
explain how marketers’, early educators’ and parents’ Therefore, children learn skills for using media outside of
attitudes have been investigated in research focusing on formal education and if granted opportunities, could also use
technology use in early education. We then go on to section 3 this competence in their early childhood education [17]. For
to explain the methods used in our own study followed by example, in Greece [13] they suggest that in order to
section 4 describing the toys investigated. In section 5, we successfully integrate ICT in educators’ daily practices, it
present and evaluate the results of our study with three needs to be perceived as a mode of learning that should be
perspectives on play with smart toys. We sum up by embedded in the curriculum.
presenting a framework introducing the game-based and toy- As the toys may be played with both in preschool as well
based play experiences potentials of smart and connected toys as in the home, it is also important for the parents of young
and end the paper with sections 6 and 7, discussing the results children to understand their potential. In this study, we try to
and proposing ideas for future research. increase knowledge on how it is important for educators and
parents to understand the IoToys as a phenomenon, its
II. RELATED WORK products and potentialities, especially from the viewpoint of
early learning. What needs to be critically evaluated, then, are
Attitudes of preschool educators towards the use of
the toy marketers’ opinion on the capacities of these smart
information and communication technology (ICT) are
toys and the educational promises used in marketing them and
currently a major topic of research [10] [11] [12] [13].
what benefits the toys truly offer to children in terms of
edutainment, that is, entertainment and education. Further, it
is important for preschool teachers and parents to understand
what kind of play experiences these smart toys can bring to
the preschool context in the name of playful learning.

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CENTRIC 2018 : The Eleventh International Conference on Advances in Human-oriented and Personalized Mechanisms, Technologies, and Services

The many benefits of playful learning have been presented RQ2 (targeting the preschool teachers): What kind of opinions
by Elkind (2007), who states that free, self- initiated, and do the preschool teachers’ have regarding the play experiences
spontaneous play contributes to the child’s healthy, emotional related to smart toys used for playful learning in the preschool
and social development. Elkind stresses that a playful environment?
childhood, in fact, is the most basic right for children [18]. As
we see it, educators need to remember to think about how their RQ3 (targeting the parents). What are the parents’ opinions and
attitudes and opinions influence the employment of new tools observations of their children’s play experiences with toys with
such as toys that are available to offer children edutainment digital dimensions, such as smart toys?
by learning through play. It is probable that the educators who
have more experience with digital devices and who use digital In order to analyze the viewpoints of toy marketers, preschool
devices personally, have more positive opinions generally. teachers and parents of preschool children who participated in
The educators interviewed for our study perceive digital the playtests in an earlier study [2] [3], we have collected three
technology (like iPads) as an useful educational tool that can kinds of research materials: First, toy marketer’s descriptions on
help children to develop practical competencies and social three IoToys through websites, digital and printed marketing
practices. They also expressed intentions to use new materials, second, a semi-structured survey for preschool
technology in their kindergarten. Finally, it is also important teachers and third, a semi-structured survey for the parents of
to understand how parents’ opinions and attitudes are formed, the preschool children.
and how they may have an effect of making these kind of toys
The toys under investigation fulfil the criteria of IoToys,
available for their young children in the context of home. At
the same time, not every parent may have the possibility to they are ‘smart’, and their connectivity usually occurs through
offer children the opportunity to play with smart toys at home. mobile devices or some cases, smart toys contain their own
However, since some IoToys are already available on the computer (e.g., the CogniToys Dino and Fisher-Price’s Smart
marketplace and their marketers are constantly trying to Toy Bear.) The toys were chosen based on their age-
convince their buyers of their educational power, it is valid to appropriateness, gender-neutrality as character types of toys,
ask whether or not they fulfil these promises for learning. and their availability on Amazon US (in August 2017). Also
Therefore, it is important to engage both educators and parents one reason for selecting these IoToys was the awards they have
in a discussion around IoToys in order to know how they can received. For example, the CogniToys Dino has received the
be used in both unstructured, (toy-like) free play, and Silver Honor 2016 Parent’s choice award.
structured, (game-like) goal-oriented play. To analyze the research materials, we have used content
analysis. The goal of content analysis is to provide knowledge
III. METHOD and understanding of the phenomenon under study [20]. It
Häkkinen et al. (2003) suggested a multi-method provides the researcher with the possibility to make a close
approach that is process-oriented and takes into account reading of the data through a systematic classification process of
different contextual aspects [19]. Our case study uses this coding and identifying themes and patterns. Researchers
approach in order to provide a holistic and complimentary immerse themselves in the data to allow new insights to emerge
description of the smart toys’ possibilities for playful learning. [21]. The method is also described as inductive category
Our study builds on the knowledge from the previous stages development [22].
of our research: By using the findings of our study with The motivation to use three sets of research materials
preschoolers interested in the various play patterns IoToys as enriches the holistic view of adult perspectives on smart toys:
contemporary smart toys afford [3], and asking how this The marketing materials help us to understand aspects of
information from the play tests carried out with the IoToys learning and contextualize and elucidate marketer motives in
correlates with smart toy marketers’, preschool teachers’, and relation to the IoToys promises for learning. The preschool
parents of preschoolers’ perspectives on play with digitally- teachers’ interviews inform us about the constraints and
enhanced toys, we set out to formulate a comprehensive possibilities for using smart toys, such as IoToys in the context
understanding of how different stakeholder’s views on smart of early learning. Further, these interviews enable the
toys address affordances related to playful learning. In other articulation of aspects of learning with smart toys and help us to
words, we analyze smart toy marketers’ envisioned play contextualize and elucidate individual attitudes and behavior,
experiences of three IoToys and compare these with based on personal motives and perceptions in relation to use
preschool teachers’ and parents’ general attitudes towards smart toys in the early education curriculum. We pursued those
smart toys and their educational potential. We examine the situational and contextual aspects of Finnish preschool that
following research questions: were identified by participants during our interviews. By using
a semi-structured, thematic survey to explore parental attitudes,
RQ1 (targeting the toy marketers): What kind of promises opinions and earlier experience of smart toys, we were able to
related to play experiences are the toy marketers giving for draw parallels between ideas on toys’ capacities to ‘teach’ at
the IoToys, as reflected in their marketing texts (i.e. on home. Next, we describe the rich material in our case study to
websites and other advertising materials)? illustrate the possibilities for playful learning with three
contemporary smart toys.

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CENTRIC 2018 : The Eleventh International Conference on Advances in Human-oriented and Personalized Mechanisms, Technologies, and Services

While the company sells Dash directly to families, it has

A. Educational promises of the smart toys in our also seen Dash and sidekick toy, Dot, to become part of
study: The marketers’ perspective schools’ curriculum and coding clubs over the years.
According to Kolodny, some 8,500 schools are using Dash
We have chosen three smart toys (that also fulfil the and Dot around the world today [27].
criteria for IoToys), for which we have collected marketing
materials to analyze the marketers’ perspective of their Fisher-Price’s Smart Toy Bear
educational affordances. All of these smart toys connect to Fisher Price’s Smart Toy Bear is described as “an
the Internet via Wi-Fi. The connected toys employed in this interactive learning friend as unique as your child” that comes
study are hybrid playthings, which means that they are both without a screen. The toy responds to what the player says, and
physical artefacts and objects, which also function as portals remembers things. It takes cues from its player, then invites
to digital devices and socially shared content [3]. play, talk, movement, imagination and learning. The Smart
Our study employs toys that represent ‘edutainment’, Toy is also able to recognize images with 9 ‘Smart Cards’
and that according to their marketers, cater both to included, which the player can choose to play activities like
enjoyment and opportunities for learning: CogniToys Dino, listen to stories, play games and ‘go on adventures’. As the
Wonder Workshop’s Dash and Fisher-Price Smart Toy Smart Toy is constantly updated it is said to encourage social-
Bear. These smart toys are briefly described in the following, emotional development, imagination and creativity: “Your
based on their marketing texts: Smart Toy learn new activities every month” [28].

CogniToys Dino A. Preschool teacher survey interviews

Amazon.com describes the CogniToys (by Elemental
Path) as an educational toy, which includes stories, games, The importance of digital technology competencies of
jokes and fun facts. Educational subjects including early education teachers is publicly recognized and supported
vocabulary, math, geography, science, which make children in most countries around the world. One study from Mainland
to engage more within an educational play based on their China showed that educators’ educational level and ICT-
academic needs. The CogniToys Dino will constantly evolve related training were found most important in determining
because it is a cloud-connected, Wi-Fi enabled character whatever they use digital technology in their teaching [12].
allowing for the play experience to repeatedly improve and According to Konca et al. it is important to support educators’
update automatically. The toy is said to engage children with a positive attitudes towards digital technology, but also their
wide variety of content by encouraging learning and play suggestion on using digital technology in kindergarten [11].
using interactive dialogue. The CogniToys offers The research that investigated intentions of 50 early
“FUNdemental Part of the CogniToys Experience”, where childhood educated teachers from University of Athens,
each Dino comes with “a variety of custom modules to engage Greece, using digital game-based learning, revealed that
children in educational play including problem-solving kindergarten educators in Greece generally have very positive
challenges, geography games, historical fun facts and more” views about the digital technology use and who owned a
[23]. According to a marketing text published by Kickstarter, computer at home had more positive opinions. These
the CogniToys Dino “creates an atmosphere of fun, playful educators perceive digital games as a useful educational tool
education! Built into the play experience is a number of for kindergarten environment [13].
custom modules that engage the child in educational play. As In this study, we have used a semi-structured, thematic
the interaction increases so will the challenge of the survey to explore two preschool teachers’ views on smart toys
educational content continuing to become more challenging and their use in the preschool context. The teachers have
as the child learns” [24]. informed that the children in their group each have their
personal tablet at preschool, which they are allowed to use in
Wonder Workshop’s Dash supervision for a limited time per day. Out of the 20
Wonder Workshops’ Dash’s own website includes an preschool-aged children (5-6 years of age), who took part in
educational part, on which educational benefits for using for our play tests in previous stages of our research, we have
Wonder Workshop’s Dash in educational programs are asked how many of them have a mobile phone of their own.
introduced. The website describes how the Dash robot will Of the children that participated in our study, 10 reported
“grow with students and it is easy for beginners to get started owning a mobile phone. The teachers were asked about the
and then scaffolds learning through a meaningful use of digital media and toys in the preschool context in
st
curriculum.” It is supportive of 21 century skills, by general, their ideas on smart toys, and their opinion regarding
“encouraging students to continue building critical thinking, the affordances of these toys that relate to playful learning.
creativity, communication, and collaboration skills for
tomorrow’s job market” [25]. As the website for Wonder
Workshops’ Dash mentions, “play is a powerful teaching
tool”. Dash has its own comprehensive curricular resources
for teachers to help students’ practice computational thinking
[26].

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CENTRIC 2018 : The Eleventh International Conference on Advances in Human-oriented and Personalized Mechanisms, Technologies, and Services

The parents’ were asked about their attitudes to children’s

use of digital media and toys in general, their opinions on
B. Parental survey interviews digitally-enhanced toys such as smart toys, and their
Previous studies have demonstrated that the extent to observations on their children’s play with smart toys related
which parents’ guide their children’s media use, digital games to solitary and social play, learning experiences, use of mobile
and toys, and the strategies they apply, are related to devices as extensions of toy play, play patterns demonstrated
demographic variables, such as the parent’s age, gender, and by their children, and the importance of the toys’ various
education or income level. In addition, the parent’s own media playful affordances.
use and skills, and family context variables, such as family
size, marital status and the number of media screens at home IV. RESULTS
are important as well [29]. Furthermore, parents who are less
Next, we report the results of our study, organized around
skilled in using media and digital devices themselves may find
three perspectives on play with smart toys: the promises of
it more difficult to install parental controls on the devices,
playful learning as described by the smart toy marketers, the
games and smart toys or to discuss the media content critically
preschool teachers’ attitudes and opinions on smart toys, and
with their children as compared to media literate parents [30].
the parental perspective concerning this type of toys.
Indeed, researchers have shown that parents’ mediation
strategies are in accordance with their views on various effects Toy marketers’ perspective on smart toys
of media content on children. Parents who feel that media
We begin by highlighting several aspects of marketers’
offers educational or entertainment opportunities more often
ideas on smart toys and their suitability to be used in playful
co-use the media, digital devices and smart toys with their
learning, which helps to set the context of this study. We
child, or actively discuss the content [31]. Many parents feel
concentrate on three IoToys, which represent the most recent
that through media use their young children develop their
evolution of smart toys. These smart toys have won several
physical, cognitive and emotional capacities, a wide range of
awards and are named ‘children’s best toys’ [23]. In their
media skills, defined as the child’s knowledge and
communication marketers, have used words like ‘future
understanding of the role of media and technology in society
technology’, ‘future education’ and they have also given the
[32].
picture that these are ‘dream toys for children’ with which
In our study, we have conducted survey interviews
they also can learn for example languages, pronouncing skills
concerned with parents’ perspectives on digitally enhanced
and mathematical skills. These marketing texts are also
toys such as smart toys on a general level, the play of their
directed towards parents’ in the extent to which they give a
children with these toys, and these toys’ capacity to cater for
promise of learning opportunities to children. The marketers
playful learning. We have used a semi-structured, thematic
also use examples of how many kindergartens already have
survey to explore parental attitudes, opinions and earlier
used for example the Dash robot in kindergarten.
experiences of smart toys. We have used a thematic survey to
explore parental and kindergarten teachers’ attitudes and ‘Educational value’ is frequently is used as a marketing
parent’s experiences of digitally enhanced toys in general. concept for the connected toys of the present. In particular, the
Thematic survey focuses on mainly on investigating the usage of the word “smart” occurs in high frequency to describe
following questions: the level of intelligence in the toy that will transfer to its user.
For example, on the website for the CogniToys Dino it is
explained that that the toy could teach mathematics like
• Does your child play with the (digitally-
addition, subtraction and division. The CogniToys Dino also
enhanced) toy alone or in the company of other
offers digital games, with educational potential, like ‘Math
children?
Mouse’, ‘Capital Quest’, ‘Country Quest’, and so on [33]. The
• Do you think that playing with this kind of a toy marketers describe the smart toys to learn and grow alongside
teaches the child new skills? children. Further, they believe that the toys can be used as
• Does the child simultaneously use (other) mobile educational tools for example in kindergarten. For instance,
devices when playing with the toy? the toy marketer for Wonder Workshop’s Dash claims that
• Does your child play with the toy in any of the their products and apps may teach students from kindergarten
following ways: nurses the toy; uses the toy in and up how to code. They offer six apps; students can for
narrative play (gives the toy a role and lines of example tackle a series of challenges and in- app puzzles that
speech in play); explores the toys’ mechanical introduce the concept of coding. The marketer describes the
features; tries to teach the toy new skills; uses the Wonder App ‘to use machine programming and an original
toy as a bedtime companion? visual design to advance young students’ understanding of
computer science’. Again, the Blockly app is a block-based
We have recruited the parents of 20 preschool-aged coding app that introduces children to programming [27].
children (altogether 14 parents, both male and female), the
survey interviews with whom the interviews were carried out
in October 2017 [2] [3].

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CENTRIC 2018 : The Eleventh International Conference on Advances in Human-oriented and Personalized Mechanisms, Technologies, and Services

The interaction with smart toys is generally not seen as very

The Fisher-Price Smart Toy Bear is marketed as an appealing from an educational perspective [36]. According to
educational toy, which children can learn important Ruckenstein (2010), the Nordic discourse on digital toys often
concepts with through engaging in interactive play. constructs these toys as unnatural intrusions into the lives of
Children can train their smart toy to recognize their voice small children [37]. As the category of smart toys has evolved
through embedded voice recognition features, or to respond and developed rapidly into more pedagogically informed
to their commands with a selected option. For example, the devices, we were interested in preschool teachers’ attitudes
developers claim that the smart toy adapts to developmental and opinions on these digitally-enhanced toys. The preschool
changes while remembering the child’s name, favorite educators’ (n=2) perspective in this study allowed us to
colors’, foods and more. The toy suggests adventures that consider the differences that formal and informal learning
they should ‘go on adventures together’, along with stories environments may provide to the connected toys’ usage as
and games [29]. playthings. The teachers’ informed us that the preschool
In sum, as smart toys, the IoToys chosen for our study currently uses learning games, but limits their use to a certain
have, by their marketers, been given promises regarding time of the day. The two female educators interviewed for our
various play experiences that are believed to have values for study identified toys such as Storyteller Yano and Tamagotchi
use in education [2] [3]. From the perspective of the Playful to represent toys with digital enhancements and dimensions.
Experience Framework (or PLEX), the study demonstrated, Both interviewees considered the educational affordances of
how the toy marketers’ ideas on the IoToys on the one hand the smart toys to be highly important. Out of the play patterns
correlated with the experiences categorized in the PLEX described in our survey the teachers listed the narrativizing of
framework, and thus in both areas of play experiences: the toy (i.e. storytelling with it) to be the most important.
game- based and toy-based play experiences as categorized According to the research materials collected from the surveys,
by the authors (See Table 1). The five most frequently the teachers’ attitude towards educational technology was
occurring play experiences communicated in the analyzed positive, as they claimed that “technology could be used even
marketing texts (websites, packaging), are listed in the more in preschool”. However, a comment made by one of the
following: preschool teachers supports Ruckenstein’s thinking of digital
toys as ‘intrusions’ in the early education context [37]: “I see
1. Challenge (game-based PLEX); Content related that digital toys are more suitable in the domestic environment
to educational subjects, coding and games than in the kindergarten” (preschool educator, 29 years in the
2. Humor, relaxation, thrill (toy-based profession). From the perspective of the PLEX Framework,
PLEX); Storytelling, jokes preschool teachers considered control (“the player is able to
3. Fellowship (toy-based PLEX); Collaboration teach the toy new skills”) as a game-based experience related
4. Exploration (toy-based PLEX) ‘Go on adventures’ to smart toys to be important for playful learning. Again, the
5. Discovery (toy-based PLEX); Content related to toy- based play experiences of exploration, expression,
play by image recognition through ‘Smart Cards’ nurture and relaxation were marked as important facets of
smart toys’ dimensions in terms of playful learning. Together,
However, some differences could be detected in the the five most prominent play experiences were listed in the
envisioned play experiences of the IoToys: For example, following order of importance in reference to playful learning
the CogniToys Dino and Wonder Workshop’s Dash by the teachers:
included more game-based affordances for playful learning
(challenge, competition, completion and control), whereas 1. Expression (toy-based PLEX); narrativizing theory
the Fisher- Price’s Smart Toy Bear seemed to afford more 2. Nurture (toy-based PLEX); nurturing of the toy
toy-based play experiences for playful learning (for 3. Control (game-based PLEX); teaching the toy new
example, through humor, relaxation and sympathy). skills
4. Exploration (toy-based PLEX); exploring the toy’s
Preschool teachers’ perspective on smart toys mechanical features
Hannaway and Steyn (2017) propose that teachers’ use 5. Relaxation (toy-based PLEX); using the toy as a
of digital technology influence their pedagogy and the ways bedtime companion)
knowledge is created in the classroom [34]. Again,
teachers’ attitudes toward digital technology use of young
children are informed by the children’s age: Mertala (2017)
studied Finnish trainee teachers’ perceptions of the role of
digital technology in early year education and concluded
that technology-related concerns for the youngest children
were related to the children’s physical health, whereas for
older children it was their intellectual health [35].

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CENTRIC 2018 : The Eleventh International Conference on Advances in Human-oriented and Personalized Mechanisms, Technologies, and Services

Parents’ perspective on smart toys V. EVALUATION

We have used a thematic survey to explore parental In this study, we have explored play experiences related to
attitudes and experiences of digitally enhanced toys. playful learning experiences of smart toys from the
Although the 14 parents of the 20 preschoolers who marketers, teachers and parents’ perspectives, which we
participated in our play tests were interviewed about a wide analyzed through the PLEX Framework. We suggest that
range of topics in relation to digitally enhanced toys in these play experiences can best be evaluated from the
general (to be presented in the subsequent stages of our perspective of using smart toys in early education, and by
research), this study focuses mainly on investigating the dividing them further into game-based and toy-based
following questions: learning experiences, which suit different learning goals. We
have found that from the perspective of toy marketers’, play
• Do you think that playing with a digitally- experiences that are connected with contemporary smart
enhanced (smart) toy teaches the child new toys, or IoToys, relate most to the play experiences of
skills? challenge, which we consider an experience best understood
as a play experience for game-based learning. In other words,
• Does your child play with the toy in any of the
following ways: Nurtures the toy; uses the toy in toy marketers suggest that activities such as learning of
narrative play (gives the toy a role and lines of educational subjects, coding and playing of games are
speech in play); explores the toys’ mechanical meaningful for the players. Other play experiences
features; tries to teach the toy new skills; uses the envisioned by the toy marketers are the experiences related
toy as a bedtime companion? to storytelling and telling of jokes, which we interpret as the
toy- based play experiences of humor, relaxation and thrill.
Other play experiences accentuated in the toy marketers’
Altogether, 14 parents (n=11 female, n=3 male) from
different socio-demographic backgrounds participated in perspective are the play experiences of fellowship,
our semi-structured survey. Ten of the parents reported their exploration and discovery, which relate to the IoToys under
scrutiny in terms of their affordances of pursuing
child as owning some kind of toy with digital dimensions.
collaboration between players, ‘going on adventures’ with
Half of the parents considered their child as learning
the smart toy to explore new content communicated by the
something while playing with digitally enhanced toys. The
most popular play pattern the parents reported their child as toy, and finally, enable the player to discover new play ideas
carrying out with the toy was exploring the toys’ mechanical by triggering interaction between the toy and the player by
features (9 children), and the second most popular play the use of image recognition through ‘smart cards’.
pattern was to use the toy in narrative play (7 children). The According to preschool teachers control (“the player is able
third most popular pattern on the list of play patterns to teach the toy new skills”) as a game-based experience
children carry out with toys with digital dimensions was to related to smart toys and the toy-based play experiences of
nurture the toy and use it as a bedtime companion (6 exploration, expression, nurture and relaxation were marked
children). as important facets of smart toys’ dimensions in terms of
Considering the educational features of the digitally playful learning. Finally, the parents listed the toys ability to
enhanced toys, the parents who answered these questions educate—the game-based play experience of challenge, to be
reported the most important feature as the toys’ capability a key aspect of smart toys in terms of playful learning. The
of teaching the child to how to count and how to be self- toy-based play experiences of exploration, expression,
expressive, teaching good manners, and taking other players nurture and relaxation were marked as important facets of
into consideration. The toys’ ability to teach their players to smart toys’ dimensions in terms of playful learning. For all
read, ask questions, and be self-expressive (e.g., to come up detected play experiences of smart toys, see the following
with stories) were considered somewhat important by the Table 1.
parents. The majority of parents (8/14) answered that the
toy’s educational aspect is its most important aspect. We
consider this to represent the toy-based play experience of
challenge. Together, the five most prominent play
experiences were listed in the following order of importance
in reference to the perspective of parents to playful learning:

1. Challenge 8/14 (game-based PLEX)

2. Expression, exploration 7/14 (toy-based PLEX)
3. Relaxation 6/14 (toy-based PLEX)
4. Fellowship 3/14 (toy-based PLEX)
5. Nurture 2/14 (toy-based PLEX)

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CENTRIC 2018 : The Eleventh International Conference on Advances in Human-oriented and Personalized Mechanisms, Technologies, and Services

TABLE I. THE GAME-BASED AND TOY-BASED PLAY EXPERIENCES POTENTIALS OF SMART AND CONNECTED
TOYS, PARENTS’ AND TEACHERS’ PERSPECTIVES, TOY MARKETERS’ PERSPECTIVES, AND RESULTS OF THE
PLAY TESTS IN OUR EARLIER STUDY.
Playful Parental and preschool teachers’ Toy marketers’ perspectives on Results of play-tests in our study
Experience perspectives on Play Experiences Play Experiences

Play Challenge Importance for the parent that the toy is “CogniToys offers game challenges like, Children’s abilities are tested by the IoToys’
educational: “Dog Quiz game, Math Mouse, Ocean Quiz, demanding tasks. (Wonder Workshop’s Dash)
experiences 8 parents out of 14 parents most important PLEX Animal Expert, Capital Quest” etc.”
for 2 parents out of 14 parents second important PLEX (www.CogniToys.com)
1 parents out of 14 parents third important PLEX
gameplay
and game- Competition Parents or preschool teachers did not mention this “Wonder Workshop’s Dash has League Children can contest with their earlier
based PLEX in our survey. Robotics Competitions to build teamwork experiences with IoToys. (Wonder
and community spirit” Workshop’s Dash)
learning (www.makewonder.com)
Completion Parents or preschool teachers did not mention this “Program Wonder Workshop’s Dash to be a Finishing a major task, like listening to the
PLEX in our study. musical performer with Xylo. Used with the IoToys’ story. (Fisher-Price Smart Toy Bear,
Xylophone accessory, kids can program CogniToy Dino)
Dash to play their favourite song or make
new tunes of their own.”
(www.makewonder.com)
Control Play experience detected by the parents: The child “CogniToys offers General Command Commanding IoToys with an IPad. (Wonder
aims to teach the toy new skills, Prompts: Let’s play a game, tell me a story, Workshop’s Dash, Fisher-Price Smart Toy
4 parents out of 14 parents reported this PLEX. tell me a joke, Play a Song etc.” Bear, CogniToy Dino)
Teachers evaluated this to be the 3rd (www.CogniToys.com)
most important PLEX of all.
Play Discovery Parents or preschool teachers did not mention this “Wonder Workshop’s Dash has more than Children’s imaginative play with IoToys
PLEX in our study. 600 built-in-tutorials, challenges and presents a way of playing what the designer
experiences projects, the apps let children explore never even thought, like using the IoToys as a
for programming at their own pace.” (Wonder lamp. (Wonder Workshop’s Dash)
Workshop’s Dash Robot – Apple)
open-
ended play Exploration Play experience detected by the parents: The child “CogniToys update automatically as new Investigating an object or situation with the
explores the mechanical features of the toy: 7 content becomes available.” IoToys. (Wonder Workshop’s Dash, Fisher-
and toy parents out of 14 parents reported this. (www.CogniToys.com) Price’s Smart Toy Bear, CogniToys Dino)
based-
Teachers evaluated this to be the 4th most
learning important PLEX.
Expression Play experience detected by the parents: The child CogniToys expresses itself like green light in Children make creative things by coding.
narrates the toy: 8 parents out of 14 parents his/her mouth means “I am ready to play”, (Wonder Workshop’s Dash)
reported this blue lights mean I am talking, yellow light
Teachers evaluated this to be the 1st means I am listening and so on”.
most important play experience. (https://vimeo.com/158246191)
Fantasy Play experience detected by the parents: the child “Wonder Workshop’s Dash makes robotics An imagined experience, e.g. the “IoToy can
anthropomorphizes the toy: 2 parents out of 14 as delightful as finger painting. A picture- teach me to fly”. (Fisher-Price’s Smart Toy
parents reported this PLEX. based coding language built for kids, Bear, CogniToys Dino)
children create detailed behaviours for
Dash, creating the robot pet, pal or sidekick
of their dreams.” (www.makewonder.com)
Fellowship Importance for the parent that the toy enables “The Fisher-Price Smart Toy Bear is an IoToys like the Dash Robot has their own
social play: interactive learning friend with all the brains community to share experiences of one’s
3 parents out of the 14 parents most important of a computer, without the screen! The more own toy with others. (Wonder Workshop’s
PLEX your child plays with Smart Toy, the more Dash)
7 parents out of the 14 parents second important this remarkable furry friend adapts to create
PLEX personalized adventures the two of them will
1 parents out of the 14 parents third important PLEX love! Sounds like the start of a true
friendship!” (www.momvstheboys.com 2015)

Humour Parents or preschool teachers did not mention this “The CogniToys Dino tells jokes, for example: IoToys give children fun and joyous
PLEX in our study. “Punny yodeling joke: “Knock knock.” “Who’s experiences by telling children stories and
there?” “Little old lady.” “Little old lady, jokes. (Fisher-Price’s Smart Toy Bear,
who?” “Wow! I didn’t know you could CogniToys Dino)
yodel!” (www.pinterest.co.uk/cognitoys/)

Nurture Importance for the parent that child nurtures the “Fisher-Price’s Smart Toy Bear of content Children want to take care of their IoToys.
toy: really allows children to communicate with (Fisher-Price’s Smart Toy Bear)
2 parents out of the 14 parents most important the Smart toy, which offer unique
PLEX personalized content and nurturing them
1 parents out of the 14 parents second important through play”. (www.smartoy.com)
PLEX
9 parents out of the 14 parents third important PLEX
Teachers evaluated this to be the 2nd most important
PLEX
Relaxation The child uses the toy as a bedtime companion: 6 “Fisher-Price’s Smart Toy bear climb under Children comment that the IoToy can read
parents out of the 14 parents reported this. the covers and enjoy bedtime stories, them a bedtime story. (Fisher-Price’s Smart
Teachers evaluated this to be the 5th important PLEX soothing music or nature sounds to help Toy Bear, CogniToys Dino)
wind down after a long day”.
(www.smartoy.com)
Sensation Parents or preschool teachers did not mention this “CogniToys are smart devices in toy form, Children think that IoToys are exciting as they
PLEX in our study. tailored just for kids to provide an stimulate the senses and give children
educational and entertaining experience feedback. (Fisher-Price’s Smart Toy Bear,
without the need for a screen”. CogniToys Dino)
(www.CogniToys.com)
Sympathy Parents or preschool teachers did not mention this “Fisher-Price’s Smart Toy Bear: it’s never- Children can share emotional states with
PLEX in our study. ending fun that encourages social- their IoToys. (Fisher-Price’s Smart Toy Bear,
emotional development, imagination and CogniToys Dino)
creativity with your child”.
(www.smartoy.com)
Thrill Parents or preschool teachers did not mention this “Fisher-Price’s Smart Toy Bear surprise Children’s excitement derives from to taking
PLEX in our study. means to explore a mysterious cave, soar risks with the IoToy, e.g. by listening to a
on a magic carpet, rescue a pod of dolphins ghost story told by the toy or risk-taking in
and more adventures.” (www.smartoy.com) reference to coding with the IoToys. (Fisher-
Price’s Smart Toy Bear, CogniToys Dino)

Copyright (c) IARIA, 2018. ISBN: 978-1-61208-670-5 55

CENTRIC 2018 : The Eleventh International Conference on Advances in Human-oriented and Personalized Mechanisms, Technologies, and Services

VI. DISCUSSION prices for consumers of the Western world and are in this way
more likely to enter the domestic playscapes of young
The IoToys have been on a high growth in numbers for children. Although, at many times, digitally-enhanced toys
some time now. Simultaneously, parents want to take a more are still considered to fit informal learning environments such
active role in their children’s education and give them tools for as the home better than the formal educational context of
that. The IoToys as an emerging category of smart toys, seems preschool, we believe that the ongoing digitalization
to deliver both entertainment and education, offer development will eventually also introduce more preschools
opportunities for free play and connect children to play games, with more connected toys. We believe, that contemporary
and make activities by learning new skills, like mathematics smart toys are bridging play and learning in positive ways, and
and languages. Toy companies work to keep children and could be used even more as a part of informal and formal
parents engaged, offering new ways to both play and learn. learning. Therefore, it is beneficial for both educators and
Playing with contemporary smart toys connected to the parents of young children to know the various possibilities
Internet, future play can be shaped as children may connect these playthings afford both in terms of different play
with others, in the online and offline domains, public and experiences. In future stages of our research, our aim is to
private spaces and in formal and informal learning conduct a longitudinal study with both preschoolers, their
environments. In other words, children’s playing is no longer parents and their teachers in order to find out more about the
confined to the physical space but extends to virtual realms, play experiences the contemporary smart toys afford.
which means that the IoToys offer opportunities to engage in
the kinds of transmedia and trans-domain practices. These In our study we explored smart toys’ potential to deliver
practices transform the toy to operate as a kind of boundary experiences related to playful learning. One key aspect of toys
object [38], enabling the children to transverse different such as the CogniToys Dino, Fisher-Price’s Smart Toy Bear
domains and practices with ease. For example, the Fisher- and Wonder Workshop’s Dash Robot are their game-based
Price Smart Toy Bear learns how the child plays and and toy-based features and functions, which are suggested to
recommends new activities because of its connection to the have educational outcomes when used in play.
Internet through Wi-Fi. We hope this paper to have highlighted the three
perspectives on play with smart toys from the viewpoints of
In our study, we have presented three different
toy marketers’, preschool teachers and parents. As our results
perspectives on play with smart toys: Toy marketers’
have shown, preschool teachers are generally positive
suggestions on the IoToys’ potential for playful learning,
towards the IoToys, but are not necessary sure about how to
preschool teachers’ views on smart toys suitability to be used
use them in education. This means that early educational
in the early learning context, and parents’ attitudes towards
professionals must be more informed about new technologies
smart toys based on their observations of children’s play in the
affordances for playful learning. Furthermore, as our findings
domestic sphere. All these stakeholders have understood that
show, parents are generally welcoming to smart toys into their
play evolves, and modern technology can help a child feel
children’s lives as well, because they offer new modes of
more empowered, capable and they can learn with toys. Still
playing and learning, yet do not really know their potential.
the question of how to make use of these contemporary smart
These modes for playful learning could therefore be evaluated
toys in early education can be raised. The preschool teachers’
based on play experiences related to smart toys’ as game-
attitudes will influence their teaching activities when using
based and toy-based affordances, as presented in our paper. In
digital devices, games and smart toys in their education.
this way, their suitability could be better considered to be used
Clearly, more research is needed to understand how preschool
for playful learning in different learning situations and
teachers could use for example the IoToys for learning. It is
contexts.
also important to remember that these toys function as
entertainment, and children playing with the smart toys in ACKNOWLEDGMENTS
home environments may not understand all their educational We wish to express our gratitude to the parents and
features. Like many studies have shown, when parents are preschool teachers for participating in our surveys. This study
more involved with their children’s education they also want has been partially funded by the Centre of Excellence in
toys to teach something to their children. Therefore, the Game Culture Studies (decision #312396).
parental perspective on what is considered important in terms
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