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Smart Toy Based Learning

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DOI: 10.1007/978-1-4614-3185-5_56

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Chapter Title Smart Toy Based Learning

Copyright Year 2013
Copyright Holder Springer Science+Business Media New York
Corresponding Author Family Name Cagiltay
Particle
Given Name Kursat
Suffix
Division Department of Computer Education and
Instructional Technology
Organization Middle East Technical University
Address Ankara, 06800, Turkey
Email kursat@metu.edu.tr
Author Family Name Kara
Particle
Given Name Nuri
Suffix
Division Department of Computer Education and
Instructional Technology
Organization Middle East Technical University
Address Ankara, 06800, Turkey
Email nkara@metu.edu.tr
Author Family Name Aydin
Particle
Given Name Cansu Cigdem
Suffix
Division Management Department
Organization Atilim University
Address İncek-Ankara, 06836, Turkey
Email cansu@atilim.edu.tr
Abstract This chapter examines the general characteristics of and related recent research
on smart toys. Smart toys can be defined as new forms of toys featuring
both tangible objects and electronic components that facilitate two-way child–
smart toy interactions to carry out purposeful tasks. In this chapter, smart toy
based learning projects are discussed and the characteristics of smart toys as
cognitive tools to facilitate learning are analyzed. This chapter also covers the
relationship between smart toys and children’s developmental stages—with a
particular focus on motivation—in order to understand smart toys’ potential
effects on children.
Keywords Toy - Smart toy - Cognitive tool
(separated by “-”)
 1 Smart Toy Based Learning
56
2 Kursat Cagiltay, Nuri Kara, and Cansu Cigdem Aydin

3 Abstract
4 This chapter examines the general characteristics of and related recent research on smart
5 toys. Smart toys can be defined as new forms of toys featuring both tangible objects and
6 electronic components that facilitate two-way child–smart toy interactions to carry out pur-
7 poseful tasks. In this chapter, smart toy based learning projects are discussed and the char-
8 acteristics of smart toys as cognitive tools to facilitate learning are analyzed. This chapter
9 also covers the relationship between smart toys and children’s developmental stages—with
10 a particular focus on motivation—in order to understand smart toys’ potential effects on
11 children.

12 Keywords
13 Toy • Smart toy • Cognitive tool

play supports learning and development (Butterworth & 27

14 Introduction Harris, 1994). In this context, children’s toy preferences are 28
of great importance in terms of not only fun but also with 29
15 Play holds an important role in children’s cognitive, social, respect to developmental and cognitive stages. 30
16 and behavioral development. According to Boucher and Technology-based toys are among children’s most pre- 31
17 Amery (2009), play helps children to learn, develop, gain ferred options in today’s world. With rapid growths in technol- 32
18 confidence, and manage experiences through exploration, ogy, related toys have become widespread in the market. 33
19 creativity, entertainment, and socialization. Similarly, Levin World toy sales grew by nearly 5 % in 2010 to 83.3 billion US 34
20 and Rosenquest (2001) argue that play helps children learn dollars (The NPD Group Inc, 2011). According to the Toy 35
21 to control their actions, interact with people, and explore the Industry Association, Inc. (2007), electronic toys were the 36
22 world. Children’s play is often mediated by toys. Toys are largest growth category in the industry, with a 17 % increase. 37
23 objects that encourage children’s expression, fantasy, inter- The same report indicated that electronic toys with educational 38
24 est, exploration, construction, education, cognitive develop- purposes consisted of 60 % of total purchased electronic toys. 39
25 ment, and sex-role learning (Axline, 1974; Peretti & Sydney, A popular type of technology-based toy is the smart toy. 40
26 1984). Playing with toys is crucial to a child’s life and this Smart toys include tangible objects alongside electronic 41
components that facilitate two-way child–smart toy interac- 42
tion to carry out a purposeful task. In this chapter, purposeful 43
K. Cagiltay (*) • N. Kara tasks refer to behavioral and cognitive tasks that children 44
Department of Computer Education and Instructional Technology, conduct as they play with smart toys. Smart toys promise to 45
Middle East Technical University, Ankara 06800, Turkey
e-mail: kursat@metu.edu.tr; nkara@metu.edu.tr
provide an interactive environment in which children develop 46
cognitive, social, and behavioral abilities by means of the 47
C.C. Aydin
Management Department, Atilim University,
toys’ dynamic structure. 48

İncek-Ankara 06836, Turkey Although several smart toy projects appear in the litera- 49
e-mail: cansu@atilim.edu.tr ture, a limited number study these toys from educational 50

J.M. Spector et al. (eds.), Handbook of Research on Educational Communications and Technology,
DOI 10.1007/978-1-4614-3185-5_56, © Springer Science+Business Media New York 2013
 K. Cagiltay et al.

51 and developmental perspectives. Additionally, the common

52 ­characteristics of these toys and their foci on the develop-
53 mental stages and motivation of children have not been cov-
54 ered adequately. Therefore, the purpose of this chapter is to
55 provide general characteristics of smart toys by referring to
56 specific examples while presenting the dynamics of smart
57 toy based learning in accordance with children’s develop-
58 mental needs and inner motivation conditions. This chapter
59 also discusses smart toy based learning in the light of learn-
60 ing through interaction and analyzes smart toys as cognitive
61 tools. In all, this chapter presents six topics: (1) Key charac-
62 teristics of smart toys; (2) Smart toy projects; (3) The rela-
63 tionship between smart toys and developmental periods of
64 children; (4) Smart toys from the perspective of intrinsic
Fig. 56.1  A child playing with Rosebud (Glos & Cassell, 1997)
65 motivation; (5) Smart toys as cognitive tools; and (6) Future
66 implications.
puter that identifies each animal’s internal transmitter and 101
presents a dialogue box for the child to create a story (see 102
67 Key Characteristics of Smart Toys Fig. 56.1). 103
Similarly, with StoryTech (Kara, Aydin, & Cagiltay, 104
68 Smart toys exist today in a variety of forms based on the 2012a), when a child puts a plush toy or background card on 105
69 ways in which children interact with them and the sorts of a receiver panel, the related character or picture appears in a 106
70 purposeful tasks they initiate. Purposeful tasks are the main Flash animation on the screen. The aim of this smart toy is 107
71 function that distinguishes smart toys from their counter- for children to create their own imaginative stories (see 108
72 parts. For instance, a toy mobile phone simply plays tones Fig. 56.2). 109
73 when buttons are pushed, but no further action is demanded In contrast, self-contained smart toys can be considered as 110
74 of the child. While such classic electronic or digital toys use a unique device with integrated digital features. These self- 111
75 technological features only to increase attraction to the toy, contained smart toys include play sets, play spaces, or envi- 112
76 smart toys allow for mutual interaction and encourage pur- ronments with interactive objects and characters or may 113
77 poseful tasks. These smart toys can be categorized based on include digitally combined objects or characters within their 114
78 the kinds of tasks initiated, namely, behavioral tasks or cog- structure rather than requiring an external computer. For 115
79 nitive tasks. Smart toys featuring behavioral tasks aim to instance, Sifteo, aka Siftables (Merrill, Kalanithi, & Maes, 116
80 enhance behavioral skills of children. For instance, with one 2007), features physical blocks with integrated electronic 117
81 smart toy, the Furby, children can hone behavioral skills by chips. Children produce different word and image combina- 118
82 caring for and treating the toy like a real, live creature. tions using Sifteo (see Fig. 56.3). 119
83 Similarly, with Fisher Price’s Learning Kitchen, children can Two-way child–toy interactions are another significant 120
84 develop simple behaviors, such as opening and closing the characteristic of smart toys. According to Price and Rogers 121
85 refrigerator. On the other hand, smart toys prompting cogni- (2004), interacting in digitally enhanced physical spaces has 122
86 tive tasks mainly emphasize on children’s cognitive skills. two key components: (1) raising the awareness of children 123
87 For instance, children can practice storytelling and reflection about their activities, and (2) providing children with richer 124
88 while playing with a smart toy such as StoryMat (Ryokai & experiences by combining physical and virtual realities. In 125
89 Cassell, 1999). Similarly, Fisher Price’s Learning Lantern is smart toy play, child–toy interaction is also important in 126
90 intended to teach numbers, counting, opposites, animals, and terms of technological components and instructional activi- 127
91 greetings by providing lively sing alongs, musical tones, and ties. StoryTech (Kara et al., 2012a) is another example of this 128
92 interactive dancing lights. In addition, the LeapFrog Fridge kind of interaction. 129
93 Phonics Magnetic Letter Set smart toy is designed to teach In most smart toys interaction is facilitated with electronic 130
94 letter names and phonics by talking and singing a song about sensors in the toys so children can build richer interactions, 131
95 the selected letter. either directly or mediated by computers (Luckin, Connolly, 132
96 The other categorizations of smart toys are based on inter- Plowman, & Airey, 2003). Resnick (1998) pointed out that 133
97 actions, namely, smart toys that interact with computers or orchestration and coordination of interactions among play- 134
98 smart toys that are self-contained. An example of a smart toy things is also a large part of children’s play and learning. 135
99 that interacts with computers is Rosebud (Glos & Cassell, According to Roussou (2004), many educational technolo- 136
100 1997), which includes stuffed animals integrated with a com- gists support the idea that interactivity is a necessity in 137
 56  Smart Toy Based Learning

Fig. 56.2  Children playing with StoryTech (Kara et al., 2012a)

Smart Toy Projects 156

Several smart toy projects appear in the literature. This sec- 157
tion introduces those projects by providing details about 158
specific characteristics, working mechanisms, and related 159
research. 160
Glos and Cassell’s (1997) Rosebud was designed to help 161
children write stories about stuffed animals integrated with a 162
computer. Based on the above categorization of smart toys, 163
Rosebud interacts with an external computer and initiates a 164
cognitive task, specifically storytelling. The stuffed animal 165
has an infrared transmitter that sends a unique signal to the 166
computer, which recognizes the stuffed animal by this signal. 167
Fig. 56.3  An example of application with Sifteo (Hunter, Kalanithi & MIT Media Laboratory researchers tested Rosebud with six 168
Merrill, 2010)
children ranging from 7 to 12. The children produced 11 sto- 169
ries, and the authors concluded that the mixed media inter- 170
138 l­earning, and the author emphasized further that meaningful face provided richer and dynamic interaction. 171
139 tasks lead children to take learning more seriously. McVee, Ryokai and Cassell’s (1999) StoryMat provides a play 172
140 Dunsmore, and Gavelek (2005) stated that interaction space in which children could record and replay their own 173
141 between material and activity has deep implications for stories. StoryMat is a self-contained smart toy that does not 174
142 learning and cognition. The authors also pointed out that require interaction with an external computer. It initiates a 175
143 interaction with materials or tools helps learners build knowl- cognitive task, specifically storytelling. StoryMat has a soft 176
144 edge relationships. In smart toy play, learning through inter- surface featuring several applied figures on which the child 177
145 action can be defined as learning several concepts or skills moves a small stuffed animal with an ultrasonic transmitter, 178
146 combined with purposeful tasks that are accomplished by while the child’s narration and the stuffed animal movements 179
147 interacting with fun technological and instructional compo- are recorded. When the stuffed animal returns to the same 180
[AU1]148 nents. For instance, with StoryTech (Kara et  al., 2012a, place on the surface, narrations are replayed. In a study by 181
149 2012b), children can improve creativity and imagination Cassell and Ryokai (2001), the members of the Gesture and 182
150 through storytelling by interacting with plush toys and mul- Narrative Language Group in the MIT Media Lab described 183
151 timedia features of the computer environment. With curlybot their user study with 36 children between the ages of 5 and 8. 184
152 (Frei, Su, Mikhak, & Ishii, 2000), children practice compu- Children were randomly assigned to either the StoryMat 185
153 tational and mathematical thinking through free play with a group or the control group. The authors concluded that the 186
154 two-wheeled vehicle smart toy that measures, records, and children using StoryMat produced more imaginative stories 187
155 reports its movements. than peers playing with a passive toy. They also pointed out 188
 K. Cagiltay et al.

189 that the ability to produce imaginative objects in a real ­ ireless transmitter that advances play. For instance, StoryToy
w 242
190 ­environment is an important indicator of cognitive proposes three modes—free play, reactive play, and story 243
191 development. play—based on the location of the duck character. All sensor 244
192 Frei et al.’s (2000) Curlybot is a two-wheeled vehicle that events are uploaded to the computer via receiver and trans- 245
193 measures, records, and plays back its exact movement on any lated into audio responses by Java. These responses are then 246
194 flat surface. Within the categorization of smart toys, Curlybot sent through a wireless speaker. The researchers from the 247
195 is a self-contained smart toy requiring no external comput- Philips Research Company and Eindhoven University of 248
196 ers. In addition, Curlybot initiates cognitive tasks, specifically Technology conducted their study with children between 2 249
197 those that are mathematical and computational. Curlybot’s and 6. The researchers concluded that older children (4–6) 250
198 two wheels, which are controlled by a microprocessor, not considered more complex dialogues enjoyable, but it was hard 251
199 only move forward and backward but also rotate freely. For to follow dialogues of younger children (2–3). 252
200 recording movements, the smart toy includes a memory chip. Lampe and Hinske’s (2007) Augmented Knight’s Castle 253
201 The child records the movements of curlybot by pressing a is a smart toy playset enriching the pretend play of children 254
202 button that lights up a red or green indicator. Researchers by providing sound effects and verbal reactions from toys. 255
203 from the Tangible Media group in the MIT Media Laboratory The Augmented Knight’s Castle is a self-contained smart toy 256
204 conducted an informal user study with 81 children. The study that initiates cognitive tasks through fantasy play and imagi- 257
205 showed that children ages four and above playing with nation. RFID technology detects the position of objects in 258
206 Curlybot engaged in computational and mathematical con- the playset. Since the Augmented Knight’s Castle smart toy 259
207 cepts in a more creative way. is set in the Middle Ages, the objects provide relevant sound 260
208 Piper and Ishii’s (2002) Pegblocks is an educational toy effects, background music, and verbal commentary in accor- 261
209 showing basic physics principles to elementary school stu- dance with the information sensed by the RFID hardware. 262
210 dents. Children manipulate wooden toys connected to each Hinske, Lampe, Yuill, Price, and Langheinrich (2010) 263
211 other via electrical cables to observe kinetic energy changes. conducted a user study of the smart toy with 103 children 264
212 Based on the smart toy categorization, Pegblocks is a self- ranging from 6 to 10. The authors also conducted interviews 265
213 contained smart toy that initiates cognitive tasks such as with seven teachers to explore their opinions about the smart 266
214 observing and understanding kinetic energy changes. toy. The findings revealed that it provided significant learn- 267
215 Pegblocks is a set of five wooden blocks. Each block consists ing opportunities about Middle Ages, such as clothing, festi- 268
216 of nine pegs combined with electric motors, converting the val, music, and literature for children and increased retention 269
217 kinetic energy of the child’s hand into electrical energy. of what they learned after short play sessions. 270
218 Researchers from the Tangible Media Group in the MIT Merrill et  al.’s (2007) Sifteo allows children to interact 271
219 Media Laboratory informally observed children playing with with electronic blocks to produce different knowledge com- 272
220 Pegblocks and concluded that they allowed children to see binations. Children select electronic blocks in accordance 273
221 and understand the relationship between electrical and kinetic with their desires and create their own patterns. Sifteo is a 274
222 energy. self-contained smart toy. As explained above, it initiates cog- 275
223 Vaucelle and Jehan’s (2002) Dolltalk is a computational nitive tasks through thinking, imagination, and knowledge 276
224 toy that records children’s gestures and speech and plays creation. Sifteo has mainly five components, namely, color 277
225 back their voices. Dolltalk is a self-contained smart toy that LCD screen, accelerometer, infrared transceivers, recharge- 278
226 initiates cognitive tasks, specifically, linguistic expressions able battery, and RF radio. A user’s physical manipulations 279
227 and storytelling. Dolltalk includes a platform with tag sen- are sensed and considered as input to the system. Visual 280
228 sors, two speakers, one microphone, and two stuffed animals feedback is displayed on the LCD screen. 281
229 with sensors. When the child removes the two stuffed ani- Kara et al.’s (2012a) StoryTech allows children to create 282
230 mals from the platform, recording begins. When the two their own stories in a mixed reality environment by placing 283
231 stuffed animals are placed on the platform again, playback of plush toys and background cards on a receiver panel con- 284
232 the narration begins. Researchers from the MIT Media nected to a computer. Based on the categorization, StoryTech 285
233 Laboratory conducted a user study with 12 children at an is a smart toy that requires external computer interaction. In 286
234 elementary school and concluded that children generally addition, it initiates the cognitive task of storytelling. 287
235 enjoyed their interaction with Dolltalk by frequently repeat- StoryTech includes three components, namely, story objects 288
236 ing the playback. (stuffed animals and background cards), the computer, and 289
237 Fontijn and Mendels’ (2005) StoryToy is an environment the receiver panel. RFID tags give unique codes to each story 290
238 featuring stuffed farm animals that tell stories and react to objects. When the child puts the object on the receiver panel, 291
239 each other. Within the above categorization, StoryToy is a self- these codes are transmitted to the computer, and the virtual 292
240 contained smart toy. It initiates the cognitive task of ­storytelling. representation of the story object appears on the computer 293
241 Each plush character has a motion sensor ­connected to a screen. StoryTech incorporates two phases of play: scaffolding 294
 56  Smart Toy Based Learning

295 and storytelling. In scaffolding, children only place the rab-

296 bit or turtle characters on the receiver panel to continue the
297 story told by the narrator. The aim of this section is to pre-
298 pare children ready for storytelling. Next, children are
299 expected to produce their own stories by using the story
300 objects. Kara, Aydin, and Cagiltay (2012b) conducted a user
301 study with 90 children ranging in age from 4 to 6. For the
302 experimental study, the researchers created experimental
303 groups playing with StoryTech and control groups playing
304 with a passive toy. Based on the results, 5- and 6-year-old
305 children playing with StoryTech produced more complex
306 stories than the control group children. Additionally, the
307 6-year-old children were the most effective users of StoryTech
308 in collaborative play.
309 These smart toy projects have several common character-
310 istics. These studies mostly focused on the attitudes and
311 responses of the children rather than their learning outcomes.
312 The input of their teachers was not emphasized during design
313 and development or during the study. Further, these research Fig. 56.4  Learning music player (Fisher Price)
314 activities were primarily small-scale user studies.

light switch, and stirring soup with accompanying music, 342

315 Smart Toys and Developmental Stages sounds, and lights. Similarly, Furby allows children to con- 343
316 of Children trol a virtual character, practicing behavioral tasks by caring 344
for and treating it like a real creature. In addition, Fisher 345
317 The relationship between the characteristics of smart toys Price’s Learning Music Player is designed to enable children 346
318 and the developmental stages of children needs to be ana- to learn and develop basic actions such as skip, rewind, and 347
319 lyzed to develop effective smart toy learning environments. pause, as well as manipulating volume. A child can listen to 348
320 Determining the developmental periods of children is impor- songs and watch dancing characters on the screen by press- 349
321 tant because smart toys need to be developed in accordance ing buttons (see Fig. 56.4). Compared with traditional toys, 350
322 with relevant characteristics. A child at age 2 may play with these smart toys allow children to develop simple reflexes 351
323 a toy in a completely different manner than at age 5 or 6, if while also learning simple actions through purposeful tasks. 352
324 the child wants to play with the same toys at all after a certain
325 age (Kudrowitz & Wallace, 2009). Piaget (1964) separated
326 children’s intellectual development into four stages: (1) sensory- Preoperational Stage 353
327 motor or preverbal (first 18 months), (2) preoperational rep-
328 resentation (2–7), (3) concrete operations (7–11), and (4) According to Piaget (1962), symbolic functioning and lan- 354
329 formal or hypothetic-deductive operations (after 11). Smart guage acquisition are the main characteristics of the preop- 355
330 toys may have different characteristics for each stage. erational stage. In addition, he explains the significance of 356
language and symbolic functions: 357

It becomes possible to invoke objects which are not present per- 358
331 Sensory-Motor Stage ceptually, to reconstruct the past, or to make projects, plans for 359
the future, to think of objects not present but very distant in 360
332 According to Piaget (1962), simple reflexes, actions, and space (p. 38). 361

333 movements are the main activities of children in the sensory- Therefore, cognitive processes are mostly emphasized in 362
334 motor stage. Language is not present in this stage, and object this stage, though behavioral processes can also play an 363
335 permanence is not developed. At this stage, traditional toys important role at first. Hence, smart toys with both behav- 364
336 such as stuffed animals, dolls, and colorful objects are gener- ioral and cognitive purposes are highly suitable for children 365
337 ally used for developing simple reflexes. Children may also in this stage. For instance, Fisher Price’s Smart Fit Park is 366
338 use smart toys with behavioral purposes. For instance, Fisher designed to allow children to carry out behavioral tasks such 367
339 Price’s Learning Kitchen is intended to allow children to as walking, jumping, and running, and enable children to 368
340 learn through everyday experiences and develop simple gain cognitive skills with interactive learning activities such 369
341 reflexes such as opening and closing a refrigerator, flipping a as letter identification, counting, subtraction, and spelling. 370
 K. Cagiltay et al.

operations stage. Smart toys with advanced cognitive pur- 406

poses may be best for these children. At this stage, children 407
begin to demonstrate a preference for computer-based appli- 408
cations rather than physical toys. Lego Mindstorms robotics 409
kits, developed at the MIT Media Lab, may be more suitable 410
for children at the formal operations stage: “Lego robotics is 411
comprised of building materials (regular blocks, gears, pul- 412
leys and axels) and programming software with an effective 413
graphical interface for developing robotic applications” 414
(Alimisis et al., 2007, p. 2). This toy may enhance creativity, 415
imagination, and problem solving capabilities in children 416
Fig. 56.5  Pegblocks (Piper & Ishii, 2002)
(Mauch, 2001). 417
As seen in this section, knowing children’s developmen- 418
371 Creativity and imagination should be emphasized for chil-
tal stages is important when selecting the appropriate smart 419
372 dren in the preoperational stage. StoryMat can enhance chil-
toy. These stages also have to be taken into consideration 420
373 dren’s creativity and imagination by providing a play space
during the design and development of such toys. The factors 421
374 where children tell stories using stuffed animals, then listen
that motivate children to play with these toys are also 422
375 to playback of their recorded stories. Similar storytelling
significant. 423
376 smart toys are generally suitable for children in this stage
377 because these children learn to think, reflect, and use their
378 imaginations to create stories (Ryokai & Cassell, 1999).
379 Curlybot is also suitable for young children to learn mathe-
Smart Toys from the Perspective of Intrinsic 424

380 matical and computational thinking (Frei et al., 2000).

Motivation 425

381 According to Ryokai and Cassell (1999), children begin The potential motivational power of toys may explain their 426
382 engaging in more social play by age 4. Thus, using smart importance in the process of cognitive development. In smart 427
383 toys for collaborative purposes should be implemented from toys specifically, technological components facilitate two- 428
384 this age forward. These researchers’ StoryMat toy, for exam- way child–toy interactions to carry out a purposeful task with 429
385 ple, can be used for collaborative storytelling, as children in a goal of learning. Petersson and Brooks (2006) emphasized 430
386 peer groups can tell stories by interpreting a playmate’s that play is closely related to intrinsic motivation. Malone 431
387 actions with the stuffed animals. and Lepper (1987) further stated that learning experiences 432
should be intrinsically motivated and define toys as objects 433
guided by internal goals. Thus, intrinsic motivation must be 434
388 Concrete Operations Stage defined, and its relationship with smart toy based activities 435
must be explored. Malone and Lepper (1987) categorized 436
389 According to Piaget (1962), the concrete operations develop- four intrinsic motivation components with regard to learning 437
390 mental stage involves children’s ability to engage in calcula- experiences: (a) challenge, (b) curiosity, (c) control, and (d) 438
391 tions, rational relations, and numerical activities. This is also fantasy. 439
392 the stage at which children become capable of classifying
393 objects according to similarities and differences and serializing
394 according to size and weight. Pegblocks, which allows children Challenge 440
395 to manipulate wooden toys connected via electrical cables to
396 learn basic physics principles, may be suitable for children at According to Malone and Lepper (1987), activities should 441
397 this developmental stage (Piper & Ishii, 2002) (see Fig. 56.5). challenge learners in order to motivate them intrinsically. 442
398 Similarly, Sifteo may be suitable for children at the con- Generally, toys enable children to gain skills by challenging 443
399 crete operations stage as it provides “sensing, graphical dis- them. Smart toys that provoke behavioral or cognitive tasks 444
400 play, and wireless communication, which can be manipulated may provide possibilities for challenging and motivating 445
401 as a group to interact with digital information and media” children. For instance, with Rosebud, children type stories 446
402 (Merrill et al., 2007, p. 75). about a selected stuffed animal (Glos & Cassell, 1997). 447
Thinking about the stuffed animal and creating a suitable 448
story can be considered challenging for children based on 449
403 Formal Operations Stage age. Some smart toys require more complex cognitive tasks 450
and present more advanced challenges. For instance, chil- 451
404 According to Piaget (1962), children can present reasoning dren may be given different Sifteo blocks and be expected to 452
405 skills based on hypotheses or propositions in the formal solve basic mathematical problems (Merrill et al., 2007). 453
 56  Smart Toy Based Learning

454 Curiosity components attract the attention of children in an ­environment 500

where they can engage in purposeful events, such as behav- 501
455 Malone and Lepper (1987) considered curiosity to be the ioral and cognitive tasks. In this environment, children carry 502
456 most effective component in motivating learners intrinsi- out fantasy play as active players. For instance, children can 503
457 cally. Several smart toys provide open-ended features that tell their own stories by using stuffed farm animals, and react- 504
458 allow children to explore new facets of play and may increase ing to each other as they play in the StoryToy (Fontijn & 505
459 curiosity. Since smart toys with cognitive purposes lead Mendels, 2005) fantasy environment. Based on the StoryTech 506
460 children to construct knowledge patterns through stories, user study with 90 children, the age 5 and 6 groups especially 507
461 combinations, and calculations based on children’s own produced imaginative stories (Kara et al., 2012b). 508
462 selections, open-ended characteristics can be easily linked to
463 their curiosity. For instance, Sifteo blocks enable children to
464 reach different combinations each time, maintaining the Smart Toys as Cognitive Tools 509
465 curiosity of children. Similarly, with Furby, children may
466 feed the toy, then wait for Furby’s audio response, letting the Smart toy projects provide different sorts of scaffolds to 510
467 child know whether to continue feeding it. The open-ended facilitate children’s knowledge construction. Hannafin, 511
468 features of several storytelling smart toys can also enhance Land, and Oliver (1999) listed four main types of scaffolds: 512
469 curiosity. With StoryTech (Kara et al., 2012a), for instance, (a) conceptual, (b) metacognitive, (c) procedural, and (d) 513
470 children can create different stories based on each plush toy strategic. According to the authors, “Conceptual scaffolding 514
471 or background card. As Petersson and Brooks (2006) empha- can be designed to help learners reason through complex or 515
472 size, open-ended features that include collaborative play fuzzy problems, as well as for concepts where known mis- 516
473 increase children’s motivation to learn. With these features, conceptions are prevalent” (p. 132). For instance, with 517
474 children share their activity with other children, enhancing StoryMat conceptual scaffolding is implemented through 518
475 each other’s learning experiences. providing recorded narrations to children, aiding them in 519
telling their own stories (Ryokai & Cassell, 1999). Similarly, 520
in StoryTech narrations describing the environment and 521
476 Control objects based on the selected background card trigger chil- 522
dren to continue storytelling in accordance with their choices 523
477 According to Malone and Lepper (1987), activities should (Kara et al., 2012a). Metacognitive scaffolding guides learn- 524
478 give a powerful sense of control to learners to provide a suc- ers to think about and reflect on their own learning (Hannafin 525
479 cessful learning experience. With some smart toys, children et al., 1999). For instance, children can think about knowl- 526
480 take control of the toy itself to conduct purposeful tasks. For edge representations that they produced with Sifteo blocks 527
481 instance, Furby allows children to control a virtual character (Merrill et al., 2007) or think about kinetic energy changes 528
482 while practicing behavioral tasks, caring for it like a real pet. with Pegblocks (Piper & Ishii, 2002). According to Hannafin 529
483 Taking care of Furby is completely in the hands of children, et  al. (1999), procedural scaffolding guides learners to use 530
484 who keep Furby healthy and happy according to their deci- existing resources and tools. Smart toys, in general, have 531
485 sions. Similarly, with Curlybot (Frei et al., 2000), children specific functions making the toy easy to use for play. These 532
486 control an electronic vehicle and enhance mathematical functions can be considered procedural scaffolds. For 533
487 thinking by recording and playing back the coordinates of instance, in StoryToy (Fontijn & Mendels, 2005), play modes 534
488 the vehicle’s movements. As another example, in StoryTech, can be changed easily in accordance with the location of the 535
489 children control the virtual environment and characters that duck character in the smart toy environment. Strategic scaf- 536
490 appear on the screen by selecting desired cards and toys to folding emphasizes reaching needed information and exist- 537
491 produce their own stories (Kara et al., 2012a). ing resources, and building relationships between current 538
knowledge and new knowledge and experiences (Hannafin 539
et al., 1999). For example, in StoryTech (Kara et al., 2012a), 540
492 Fantasy before presenting storytelling, strategic scaffolding allows 541
children to understand the system and be ready for storytell- 542
493 Fantasy is also an important dimension in children’s play. In ing. As another example, the Augmented Knight’s Castle 543
494 fact, all toy activity is rooted in fantasy. Children create an (Lampe & Hinske, 2007) provides alternative approaches to 544
495 imaginary world and act in this environment as if they were enhance children’s knowledge about the Middle Ages, as the 545
496 in the real world. According to Cassell and Ryokai (2001), objects provide relevant sound effects, background music 546
497 “Fantasy play allows children to explore different possibili- and verbal commentaries. 547
498 ties in their life without the risk of failure and frustration from Cognitive tools are intelligent resources that help con- 548
499 unexpected events” (p. 172). Smart toys with multimedia struct knowledge through interaction with learners (Jonassen, 549
 K. Cagiltay et al.

550 1992; Kim & Reeves, 2007). Based on this definition, between motivation and play is also emphasized in the litera- 601
551 ­cognitive tools support learning experiences (Joolingen, ture. Smart toys’ characteristics should be analyzed to under- 602
552 1999). Furthermore, Liu and Bera (2005) emphasized that stand children’s inner motivations. Malone and Lepper 603
553 technologies can be considered cognitive tools if they pro- (1987)’s classification of intrinsic motivation is still of great 604
554 vide effective learning environments by supporting learning importance for play, so smart toys need to be developed 605
555 experiences. Based on this perspective, smart toys can also according to its components: challenge, curiosity, control, 606
556 be considered cognitive tools since they help children con- and fantasy. Smart toys can be used by children to gain both 607
557 struct their own learning. For instance, Piper and Ishii’s behavioral and cognitive skills. In addition, these technolo- 608
558 Pegblocks (2002) allows children to learn basic physics prin- gies can be considered cognitive tools, assisting children 609
559 ciples by providing an interactive environment supported by construct their own learning experiences. 610
560 technological features. Similarly, with a storytelling smart Many smart toy projects have been conducted by com- 611
561 toy, a child produces an original story with the help of virtual puter science researchers from the MIT Media Lab. Although 612
562 content and plush toys (Kara et al., 2012a). Smart storytell- the smart toys were developed for pedagogical purposes, 613
563 ing toys serve as cognitive tools because they teach storytell- early childhood scholars’ or teachers’ contributions have 614
564 ing to children in an interactive way. Children must select the been limited. Most early childhood education curricula refer 615
565 toys or background cards to tell their stories using the accom- to information and communication technologies and pro- 616
566 panying Flash animation. grammable toys (Plowman & Stephen, 2003), but smart toy 617
567 Learner control is another important characteristic of cog- practices in the literature generally focus on specific pur- 618
568 nitive tools (Jonassen, 1992). Rather than teacher directed or poses, like storytelling or pretending. Existing smart toy 619
569 technology driven learning, smart toys provide an interactive projects have not offered applications for formal early educa- 620
570 environment for children to use technology to conduct cog- tional environments specifically aligned to curricula. Also, 621
571 nitive tasks. Further, Kim and Reeves (2007) mentioned the researchers developing new toy technologies for young chil- 622
572 importance of flexibility and open-ended characteristics of dren have thus far conducted mostly small-scale user studies. 623
573 cognitive tools. Sifteo prompts children to interact with elec- Although there are still questions in the literature about how 624
574 tronic blocks to produce different combinations (Merrill best to integrate new technologies in young children’s learn- 625
575 et  al., 2007). As a cognitive tool, Sifteo provides different ing environments, the design and development phases of 626
576 learning experiences with each play. Cognitive tools are new smart toy technologies have not been emphasized 627
577 based on a constructivist paradigm where learners construct sufficiently. Thus, we believe that young children’s and 628
578 their own experiences by actively engaging with these tools teachers’ perceptions about the design and development pro- 629
579 (Jonassen, 1992; Kim & Reeves, 2007). cess should play a significant role in generating new princi- 630
ples and revealing participants’ preferences. 631
Although smart toys have several advantages due to their 632
580 Conclusions capabilities, these technologies also have their limitations. In 633
individual play, smart toys may decrease socialization, lead- 634
581 This chapter introduces the general characteristics of smart ing children to play with the toy more than each other. 635
582 toys by referring to specific examples in the literature and Additionally, these technologies may make children depen- 636
583 presented the dynamics of smart toy based learning in rela- dent on the constant, instant feedback and interactions in 637
584 tion to children’s developmental needs and motivation condi- smart toy play. To decrease potential risks, children should 638
585 tions. Smart toys are new forms of toys that incorporate be guided by parent or teachers in play. 639
586 tangible objects and electronic chips to provide two-way Although this chapter provides general characteristics of 640
587 interactions leading to purposeful tasks with behavioral or smart toys, the relationship of smart toys to children’s devel- 641
588 cognitive merit. In smart toy play, interaction is used for opmental stages and motivation, smart toy based learning in 642
589 instructional purposes within an authentic play environment light of learning through interaction, and smart toys as cogni- 643
590 rather than only for child attraction, so interaction assumes tive tools, several topics were not covered, such as design 644
591 the main role in learning. The consistency between the attri- and development issues in smart toy based learning environ- 645
592 butes of smart toys and the developmental characteristics of ments. Hence, this topic should be considered in future stud- 646
593 children needs to be analyzed in depth to assist in the effec- ies. Additionally, studies exploring the experiences of 647
594 tive development of smart toy based learning. Additionally, children when playing with smart toys and regarding the 648
595 smart toys should be analyzed from a developmental per- integration of technologies such as multitouch and tablet 649
596 spective to reflect suitable age-related options. As Piaget’s technology in smart toys should be conducted. New smart 650
597 developmental stages are mostly emphasized in the litera- toy studies should be carried out for children with disabili- 651
598 ture, the characteristics of smart toys should be appropriately ties, as well. With the advent of new technology, smart toy 652
599 associated with them: sensory-motor, preoperational, based applications will become widespread, and children 653
600 ­concrete operations, and formal operations. The relationship will have more opportunities to use these powerful toys 654
 56  Smart Toy Based Learning

655 effectively. This chapter aims to encourage more ­researchers, Lampe, M., & Hinske, S., (2007) Integrating interactive learning 717
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656 designers, developers, and instructional technologists to
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AU1 The citation “Kara et al. 2012” (original) has been changed to “Kara et al. 2012a, 2012”. Please check if
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AU2 Please provide complete publication details for the following references: Alimisis et al. (2007); Hinske et al.
(2010); Lampe and Hinske (2007); Malone and Lepper (1987); Ryokai and Cassel (1999).

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