56: Smart Toy Based Learning Authors: Kursat Cagiltay , Nuri Kara , and Cansu Cigdem Aydin 汇报人：吴忠良

OUTLINE Introduction Key Characteristics of Smart Toys Smart Toy Projects Smart Toys and Developmental Stages of Children Smart Toys from the Perspective of Intrinsic Motivation Smart Toys as Cognitive Tools Conclusions

1. Introduction The role of Play： Amery ( 2009 ) : children’s cognitive, social, and behavioral development. Amery ( 2009 ) : to learn, develop, gain confidence, and manage experiences through exploration, creativity, entertainment, and socialization. Levin and Rosenquest ( 2001 ): Learn to control their actions, interact with people, and explore the world. Toys: children’s expression, fantasy, interest, exploration, construction, education, cognitive development, and sex-role learning (Axline, 1974 ; Peretti & Sydney, 1984 ) . Smart toy: Facilitating two-way child–smart toy interaction to carry out a purposeful task.

2. Key Characteristics of Smart Toys Interaction with player Purposeful tasks: behavioral or cognitive tasks Furby: like a real, live creature Fisher Price’s Learning Kitchen StoryMat

2. Key Characteristics of Smart Toys Another interaction Interact with computers or smart toys——self-contained Rosebud Fig. 56.1 A child playing with Rosebud (Glos & Cassell, 1997 ) Fig. 56.2 Children playing with StoryTech (Kara et al., 2012a )

2. Key Characteristics of Smart Toys These self-contained smart toys include play sets, play spaces, or environments with interactive objects and characters or may include digitally combined objects or characters within their structure rather than requiring an external computer. For instance, Sifteo, aka Siftables (Merrill, Kalanithi, & Maes, 2007 ) , Children produce different word and image combinations using Sifteo.

3. Smart Toy Projects Glos and Cassell’s ( 1997 ) Rosebud was designed to help children write stories about stuffed animals integrated with a computer. Ryokai and Cassell’s ( 1999 ) StoryMat provides a play space in which children could record and replay their own stories. Frei et al.’s ( 2000 ) Curlybot is a two-wheeled vehicle that measures, records, and plays back its exact movement on any flat surface. Piper and Ishii’s ( 2002 ) Pegblocks is an educational toy showing basic physics principles to elementary school students. Vaucelle and Jehan’s ( 2002 ) Dolltalk is a computational toy that records children’s gestures and speech and plays back their voices. Fontijn and Mendels’ ( 2005 ) StoryToy is an environment featuring stuffed farm animals that tell stories and react to each other.

3. Smart Toy Projects Lampe and Hinske’s ( 2007 ) Augmented Knight’s Castle is a smart toy playset enriching the pretend play of children by providing sound effects and verbal reactions from toys. Merrill et al.’s ( 2007 ) Sifteo allows children to interact with electronic blocks to produce different knowledge combinations. Kara et al.’s ( 2012a ) StoryTech allows children to create their own stories in a mixed reality environment by placing plush toys and background cards on a receiver panel connected to a computer. These studies mostly focused on the attitudes and responses of the children rather than their learning outcomes.

4. Smart Toys and Developmental Stages of Children Piaget ( 1964 ) separated children’s intellectual development into four stages: (1) Sensory motor or preverbal ( first 18 months) (2) Preoperational representation (2–7) (3) Concrete operations (7–11) (4) Formal or hypothetic-deductive operations (after 11)

5. Smart Toys from the Perspective of Intrinsic Motivation Malone and Lepper ( 1987 ) categorized four intrinsic motivation components with regard to learning experiences: (a) Challenge: in order to motivate them intrinsically (b) Curiosity: the most effective component in motivating learners intrinsically (c) Control: control a virtual character (d) Fantasy: exploring different possibilities without the risk

6. Smart Toys as Cognitive Tools Land, and Oliver ( 1999 ) listed four main types of scaffolds: (a) Conceptual: to help learners reason through complex or fuzzy problems. (b) Metacognitive: guiding learners to think about and reflecting on their own learning (Hannafin et al., 1999 ) . (c) Procedural: guiding learners to use existing resources and tools. (d) Strategic: reaching needed information and existing resources, and building relationships between current knowledge and new knowledge and experiences (Hannafin et al., 1999 ) . Cognitive tools are intelligent resources that help construct knowledge through interaction with learners (Jonassen, 1992 ; Kim & Reeves, 2007 ).

7. Conclusions Smart toys are new forms of toys that incorporate tangible objects and electronic chips to provide two-way interactions leading to purposeful tasks with behavioral or cognitive merit. Smart toys’ characteristics should be analyzed to understand children’s inner motivations. Many smart toy projects have been conducted by computer science researchers from the MIT Media Lab. Several topics were not covered, such as design and development issues in smart toy based learning environments. New smart toy studies should be carried out for children with disabilities, as well. This chapter aims to encourage more researchers, designers, developers, and instructional technologists to carry out smart toy based research activities.

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