Children's interactions with interactive toy technology

Digital toys offer the opportunity to explore software scaffolding through tangible interfaces that are not bound to the desktop computer. This paper describes the empirical work completed by the CACHET (Computers and Children's Electronic Toys) project team investigating young children's...

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Veröffentlicht in:Journal of computer assisted learning 2003-06, Vol.19 (2), p.165-176
Hauptverfasser: Luckin, R., Connolly, D., Plowman, L., Airey, S.
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container_start_page 165
container_title Journal of computer assisted learning
container_volume 19
creator Luckin, R.
Connolly, D.
Plowman, L.
Airey, S.
description Digital toys offer the opportunity to explore software scaffolding through tangible interfaces that are not bound to the desktop computer. This paper describes the empirical work completed by the CACHET (Computers and Children's Electronic Toys) project team investigating young children's use of interactive toy technology. The interactive toys in question are plush and cuddly cartoon characters with embedded sensors that can be squeezed to evoke spoken feedback from the toy. In addition to playing with the toy as it stands, the toy can be linked to a desktop PC with compatible software using a wireless radio connection. Once this connection is made the toy offers hints and tips to the children as they play with the accompanying software games. If the toy is absent, the same hints and tips are available through an on‐screen animated icon of the toy's cartoon character. The toys as they stand are not impressive as collaborative learning partners, as their help repertoire is inadequate and even inappropriate. However, the technology has potential: children can master the multiple interfaces of toy and screen and, when the task requires it and the help provided is appropriate, they will both seek and use it. In particular, the cuddly interface experience can offer an advantage and the potential for fun interfaces that might address both the affective and the effective dimensions of learners' interactions.
doi_str_mv 10.1046/j.0266-4909.2003.00017.x
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source Wiley-Blackwell Journals
subjects Biological and medical sciences
Cognitive Development
Constructivist
Digital Toys
Educational psychology
Educational Theories
Empirical
Fundamental and applied biological sciences. Psychology
IT-use
Preschool
Primary
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Skill Development
Teaching Methods
title Children's interactions with interactive toy technology
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