2018
Ihamäki, Pirita; Heljakka, Katriina
The Internet of Toys, Connectedness and Character-based Play in Early Education Proceedings Article
In: Proceedings of the Future Technologies Conference (FTC) 2018, pp. 1079–1096, 2018, ISSN: 21945357.
Abstract | Links | Tags: Internet of things, Internet of toys, Toy-based learning, Toyification
@inproceedings{Ihamäki2018d,
title = {The Internet of Toys, Connectedness and Character-based Play in Early Education},
author = {Pirita Ihamäki and Katriina Heljakka},
doi = {10.1007/978-3-030-02686-8_80},
issn = {21945357},
year = {2018},
date = {2018-10-18},
urldate = {2019-01-01},
booktitle = {Proceedings of the Future Technologies Conference (FTC) 2018},
pages = {1079–1096},
abstract = {The concept of the Internet of Things defines the idea of the Internet – a global, interconnected network of computers connected to everyday objects, products, and other objects in the surrounding environments. Again, at the heart of the concept of the Internet of Toys lies the idea of playthings that are capable of information processing and communicating with children, with other connected toys and their environment, and even autonomous decision taking. This study aims to understand smart and connected toys potentialities in the context of toy-based learning. We have conducted a study with 20 preschool-aged children from ages 5 to 6 years by using a group interview and playtests with three Internet of Toys' playthings. Our main conclusions are that although these toys as ‘edutainment' cater for opportunities for toy-based learning, one of the key factors for preschoolers is the creative play patterns that they come up with these character toys. This imaginative form of play may even overshadow the toys educational potential unless they are used in the context of guided play.},
keywords = {Internet of things, Internet of toys, Toy-based learning, Toyification},
pubstate = {published},
tppubtype = {inproceedings}
}
The concept of the Internet of Things defines the idea of the Internet – a global, interconnected network of computers connected to everyday objects, products, and other objects in the surrounding environments. Again, at the heart of the concept of the Internet of Toys lies the idea of playthings that are capable of information processing and communicating with children, with other connected toys and their environment, and even autonomous decision taking. This study aims to understand smart and connected toys potentialities in the context of toy-based learning. We have conducted a study with 20 preschool-aged children from ages 5 to 6 years by using a group interview and playtests with three Internet of Toys' playthings. Our main conclusions are that although these toys as ‘edutainment' cater for opportunities for toy-based learning, one of the key factors for preschoolers is the creative play patterns that they come up with these character toys. This imaginative form of play may even overshadow the toys educational potential unless they are used in the context of guided play.
Ihamäki, Pirita; Heljakka, Katriina
Smart, Skilled and Connected in the 21st Century: Educational Promises of the Internet of Toys (IoToys) Proceedings Article
In: Proceedings of the Hawaii International Conference on Arts & Humanities 2018, 2018.
Abstract | Links | Tags: Internet of toys, Media education, Toy-based learning, Toyification, Toyification of education
@inproceedings{Ihamäki2018c,
title = {Smart, Skilled and Connected in the 21st Century: Educational Promises of the Internet of Toys (IoToys)},
author = {Pirita Ihamäki and Katriina Heljakka},
url = {https://huichawaii.org/wp-content/uploads/2018/01/Ihamaki-Pirita-2018-AHSE-HUIC.pdf},
year = {2018},
date = {2018-01-06},
urldate = {2018-01-06},
booktitle = {Proceedings of the Hawaii International Conference on Arts & Humanities 2018},
abstract = {This study explores the relation between preschool children and smart, connected toys, which show educational promises regarding the Internet of Toys (IoToys). Smart environments, such as educational environments, when combined with networked wireless toys interacting with each other, computers, mobile phones, smart objects, and online communities, offer opportunities for unique entertainment and learning experiences (Collins et al., 2010).
When considering the IoToys, learning is expected to happen in play through physical and digital manipulation of the toys’ affordances. Our study employs four IoToys: Hatchimals, CogniToys Dino, Fisher-Price’s Smart Toy Bear, and Wonder Workshop’s Dash Robot. The purpose of the paper is to investigate what kind of play patterns may be detected in the connected toys included in our case study. One of the main goals is to explore which educational needs these toys cater to by investigating their educational promises through three perspectives: an analysis of the toy makers’ ideas on the affordances and educational value of the toys; a survey concerning parental views on the educational potential of digitally-enhanced toys; and finally, group interviews and play tests regarding preschool- aged children’s own responses about possible learning experiences related to the toys.},
keywords = {Internet of toys, Media education, Toy-based learning, Toyification, Toyification of education},
pubstate = {published},
tppubtype = {inproceedings}
}
This study explores the relation between preschool children and smart, connected toys, which show educational promises regarding the Internet of Toys (IoToys). Smart environments, such as educational environments, when combined with networked wireless toys interacting with each other, computers, mobile phones, smart objects, and online communities, offer opportunities for unique entertainment and learning experiences (Collins et al., 2010).
When considering the IoToys, learning is expected to happen in play through physical and digital manipulation of the toys’ affordances. Our study employs four IoToys: Hatchimals, CogniToys Dino, Fisher-Price’s Smart Toy Bear, and Wonder Workshop’s Dash Robot. The purpose of the paper is to investigate what kind of play patterns may be detected in the connected toys included in our case study. One of the main goals is to explore which educational needs these toys cater to by investigating their educational promises through three perspectives: an analysis of the toy makers’ ideas on the affordances and educational value of the toys; a survey concerning parental views on the educational potential of digitally-enhanced toys; and finally, group interviews and play tests regarding preschool- aged children’s own responses about possible learning experiences related to the toys.
When considering the IoToys, learning is expected to happen in play through physical and digital manipulation of the toys’ affordances. Our study employs four IoToys: Hatchimals, CogniToys Dino, Fisher-Price’s Smart Toy Bear, and Wonder Workshop’s Dash Robot. The purpose of the paper is to investigate what kind of play patterns may be detected in the connected toys included in our case study. One of the main goals is to explore which educational needs these toys cater to by investigating their educational promises through three perspectives: an analysis of the toy makers’ ideas on the affordances and educational value of the toys; a survey concerning parental views on the educational potential of digitally-enhanced toys; and finally, group interviews and play tests regarding preschool- aged children’s own responses about possible learning experiences related to the toys.
Heljakka, Katriina; Ihamäki, Pirita
Preschoolers Learning with the Internet of Toys: From Toy-Based Edutainment to Transmedia Literacy Journal Article
In: Seminar.net, vol. 14, no. 1, pp. 85–102, 2018, ISSN: 1504-4831.
Abstract | Links | Tags: Early education, Edutainment, Preschool-children, Toy Literacy, Toy-based learning, Transmedia literacy
@article{Heljakka2018a,
title = {Preschoolers Learning with the Internet of Toys: From Toy-Based Edutainment to Transmedia Literacy},
author = {Katriina Heljakka and Pirita Ihamäki},
doi = {10.7577/seminar.2835},
issn = {1504-4831},
year = {2018},
date = {2018-01-01},
urldate = {2018-01-01},
journal = {Seminar.net},
volume = {14},
number = {1},
pages = {85–102},
publisher = {Lillehammer University College},
abstract = {The Internet of Toys (IoToys) as an emerging type of edutainment presents a new research area, especially in the context of learning. This study investigates four connected toys played with in the preschool context. By turning to preschool-aged children and their educators observed and interviewed during and after a play test and group interview session, we study how the educational value of IoToys is actualized in a play situation in an early learning environment. In order for IoToys to work as tools in toy-based learning in the preschool context, we suggest that educators acknowledge the engagement with these toys as a form of transmedia play which demands transmedia literacy skills.},
keywords = {Early education, Edutainment, Preschool-children, Toy Literacy, Toy-based learning, Transmedia literacy},
pubstate = {published},
tppubtype = {article}
}
The Internet of Toys (IoToys) as an emerging type of edutainment presents a new research area, especially in the context of learning. This study investigates four connected toys played with in the preschool context. By turning to preschool-aged children and their educators observed and interviewed during and after a play test and group interview session, we study how the educational value of IoToys is actualized in a play situation in an early learning environment. In order for IoToys to work as tools in toy-based learning in the preschool context, we suggest that educators acknowledge the engagement with these toys as a form of transmedia play which demands transmedia literacy skills.