Interactive Toys Research Articles

Prototype of an Interactive Toy from Lego Robotics Kits for Children with Autism

Prototype of an Interactive Toy from Lego Robotics Kits for Children with Autism

Auditory preference of children with autism spectrum disorders.

Research on children with autism spectrum disorders suggests differences from neurotypical children in the preference for 'social' versus 'nonsocial' sounds. Conclusions have been based largely on the use of head-turn methodology which has various limitations as a means of establishing auditory preference. In the present study, preference was assessed by measuring the frequency with which children pressed a button to hear different sounds using an interactive toy. Contrary to prior results, both groups displayed a strong preference for the highly social sounds. These findings have implications for approaches to language intervention and for theoretical debates regarding social motivation.

I-Eng

We present I-Eng, an interactive toy set aiming to teach new languages to young children between the ages of 3--5. The toy consists of a talking plush doll that interacts with tagged objects. The doll speaks sentences related to the objects that are nearby and, depending on the context, can ask the child for other related objects. In this way, both active and passive vocabulary are practiced. Through interaction with tangible objects, an unscripted narrative unfolds, resulting in natural exposure to the foreign language and a playful by doing experience. Using the accompanying storybook, caregivers can participate and aid in the learning process together with children.

Connecting generations: Designing interactive toys for older adults and children

Connecting generations: Designing interactive toys for older adults and children

“iRobiQ”: the influence of bidirectional interaction on kindergarteners’ reading motivation, literacy, and behavior

This study focused on an intelligent robot which was viewed as a language teaching/learning tool to improve children’s reading ability, reading interest, and learning behavior. The iRobiQ, with its multimedia contents, was employed to encourage children to read, speak, and answer questions. Fifty-seven pre-kindergarteners participated in this study, and they were divided into an experimental group (30 children using iRobiQ) and a control group (27 children using a tablet-PC). After 2 months of experiments, the reading ability of the experimental group was better than that of the control group. It was found that using iRobiQ as a learning tool had many advantages, for example, the enhancement of learners’ reading literacy, in comparison with the use of tablet-PC. In this study, there were three interesting findings: (1) iRobiQ is a more effective learning companion as compared to tablet-PC; (2) iRobiQ is a bidirectional interactive toy; and (3) iRobiQ can foster and promote the peer collaboration and competition because it has intriguing characteristics, particularly its communicative and interactive functions. The bidirectional interactive robots allow pre-kindergarten teachers to create more active and interactive learning environment for children and provide the children with more various learning contents.

Character toys as psychological tools

The main characteristic of children's play is its mental aspect – the fact that it is based on thoughts and feelings and not on objective reality. During imaginary play, children go beyond the limits of reality, and toys are tools that help them to do this. Children need character toys – toys that play the role of companion or partner – in the early stages of development of play. Young children (under seven years) are not yet able to establish distance from their playthings and hence identify with dolls and absorb their characteristics. For young children, dolls and soft toys become an ‘alternative self’, and in order to be a ‘good’ psychological tool, they should be open to a child's inner world. ‘Interactive’ toys are quite different from this in that they have an independent life of their own. An observational study of 50 children aged 5 to 5½ showed that although they were intensely interested in an interactive toy, their play was at the level of simple functional play, and that the toy evoked no imaginary involvement and no play storylines, even though the children were clearly capable of these higher levels of play. The Moscow Toy and Game Centre (at the Moscow City University of Psychology and Education) have developed methods for evaluating toys, and the key criteria for evaluation are given here. The first step of evaluation is an ‘ethical and aesthetic filter’ that screens out toys that could be a psychological or pedagogical danger. After this, the central criterion is whether the toy will allow children to project their inner world into it. Other criteria include the balance of detailed and schematised imagery and the tendency of toys (such as interactive toys) to encourage simple manipulation over the development of rich storylines.

Why traditional is best

Is your child a future Einstein? Unleash the hidden benefits of interactive toys.

Creating opportunities for play: the influence of multimodal feedback on open-ended play

In this paper, we investigate how providing multiple feedback modalities affects open-ended play with interactive toys. We designed a play object which reacts to children's physical behaviour by providing multimodal feedback and we compared it with a unimodal variant, focusing on the experience and creativity of the children. In open-ended play children create their own games inspired by the interaction with a play object. We show how the modalities affect the number of games played, the type and diversity of games that the children created, and the way children used the different feedback modalities as inspiration for their games. Furthermore, we discuss the consequences of our design choices on open-ended play.

Designing digital objects for learning: lessons from Froebel and Montessori

Designers of interactive toys face many challenges when integrating digital technologies into the educational manipulatives they design. Drawing on the distinctive approaches of Friedrich Froebel and Maria Montessori – philosophers of education and pioneering toy designers – this paper proposes to qualify and distinguish between their unique design principles as manifested in traditional as well as digital learning objects and educational manipulatives. Application of these core design principles will enable modern day toy designers, particularly those operating in the interactive domain, to meet their educational objectives and maximise the learning potential in children's interactive learning experiences.

Get up and move: an interactive cuddly toy that stimulates physical activity

Health experts are worried about the increase in the number of overweight children and the decrease in activity levels among this age group. This project explores the possibilities of using interactive toys and social interaction in encouraging children to become more physically active. To arrive at the final concept, research was conducted into the factors that encourage and discourage physically active play in children. Based on that knowledge, four key elements were used to develop the product: fantasy, social interaction, surmounting physical and cultural barriers and inspirational factors. The project resulted in a cuddly toy that stimulates young children aged 4---8 to care for it through their own physical actions. First limited tests indicated that children appreciated and understood the toys' key elements, and suggest that it could be possible to use interactive toys and social interaction to change behaviour with regard to physical activity.

The DigitalSeed: an interactive toy for investigating plants

Plant growth, development and reproduction are fundamental concepts in biology; yet there is a recorded lack of motivation for young people to grapple with these concepts. Here we present the ‘DigitalSeed’ toy for making investigations around these concepts more accessible to children through hands-on digital interaction. This is part of an on-going project investigating improved ways of learning involving digital media. To date, this project has addressed the learning of 4-5 year olds, but it is anticipated that the project could be extended to older children in mainstream and special needs education. In the case of older children, specific curricula requirements would be addressed, although this is a secondary goal.

Does appearance matter in the interaction of children with autism with a humanoid robot?

This article studies the impact of a robot’s appearance on interactions involving four children with autism. This work is part of the Aurora project with the overall aim to support interaction skills in children with autism, using robots as ‘interactive toys’ that can encourage and mediate interactions. We follow an approach commonly adopted in assistive robotics and work with a small group of children with autism. This article investigates which robot appearances are suitable to encourage interactions between a robot and children with autism. The children’s levels of interaction with and response to different appearances of two types of robots are compared: a small humanoid doll, and a life-sized ‘Theatrical Robot’ (a mime artist behaving like a robot). The small humanoid robot appeared either as a human-like ‘pretty doll’ or as a ‘robot’ with plain features. The Theatrical Robot was presented either as an ordinary human, or with plain clothing and a featureless, masked face. The results of these trials clearly indicate the children’s preference in their initial response for interaction with a plain, featureless robot over the interaction with a human-like robot. In the case of the life-size Theatrical Robot, the response of children towards the plain/robotic robot was notably more social and pro-active. Implications of these results for our work on using robots as assistive technology for children with autism and their possible use in autism research are discussed.

TOWARDS THE THERAPEUTIC SPHERICAL ROBOT: DESIGN, PROGRAMMING AND CONTROL

The paper contributes to an emerging field in social robotics, namely application of robots in autism therapy. It has been proposed a dedicated spherical robot, Sharic, which will assist a therapist in treatment of autistic children. The robot — an interactive toy — is open to direct, physical interaction with a child. The behaviour of the robot can be programmed by a therapist appropriately for child needs in a wide range. Fuzzy logic based programming technique in conjunction with suitably designed therapist-robot interface guarantee that use of the robot does not require a robotican assistance.

A Comparison of Distraction Strategies for Venipuncture Distress in Children

To compare the effects of two pediatric venipuncture distress-management distraction strategies that differed in the degree to which they required children's interaction. Eighty-eight 1- to 7-year-old children receiving venipuncture were randomly assigned to one of three treatment conditions: interactive toy distraction, passive movie distraction, or standard care. Distress was examined via parent, nurse, self-report (children over 4 years), and observational coding. Engagement in distraction was assessed via observational coding. Children in the passive condition were more distracted and less distressed than children in the interactive condition. Although children in the interactive condition were more distracted than standard care children, there were no differences in distress between these groups. Despite literature that suggests that interactive distraction should lower distress more than passive distraction, results indicate that a passive strategy might be most effective for children's venipuncture. It is possible that children's distress interfered with their ability to interact with the distractor.

Texts and literacies of the Shi Jinrui

In post‐industrial societies saturated with the multimodal texts of consumer culture—film, computer games, interactive toys, SMS, email, the internet, television, DVDs—young people are developing literacy skills and knowledge in and for a world significantly changed from that of their parents and educators. Given this context, this paper seeks to demonstrate the necessity of rethinking and extending traditional notions of text and literacy, and consider the social and cultural implications of such a shift.

Interactive toy play set with sensors

A toy play set comprises: a body portion comprising: sound reproduction means; processing means comprising an integrated circuit comprising pre-programmed data adapted to be converted to audible sounds by said sound reproduction means; a source of electrical power to power said integrated circuit and said sound reproduction means; a base comprising first location means and sensor means; said sensor means adapted for electromagnetic communication with said integrated circuit; a play item comprising: second location means; status means adapted to be sensed by the sensor means; said first location means adapted to cooperate with said second location means to locate the play item adjacent the base; such that when the play item is located adjacent the base and its status means is sensed by the sensor means, said sensor means generates a signal which is particular to said play item, said signal is transmitted to said integrated circuit, said integrated circuit generates a data segment from said pre-programmed data, which data segment is appropriate to said play item, and said data segment is audibly reproduced by said sound reproduction means.

Children's interactions with interactive toy technology

Abstract 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.

Panorama of toys design and development in Hong Kong

The toys industry in Hong Kong has been facing a dramatic change over the past 20 years. The worldwide increased in the demand for toys enhanced the rapid growth of the local toys industry in the early 1980s. The open-door policy of China provided an opportunity for local manufacturers to produce toys in Mainland China. The comparatively lower direct cost, indirect costs and production overheads are a definite good resource for Hong Kong manufacturers to tap. More than 3000 Hong Kong owned factories were established in China in the 1990s. At the present time most toys companies have already “north-shifted” all production facilities and related manufacturing activities. Due to the proximity to Hong Kong, locations around the Pearl River Delta areas have been selected, such as Dong Guan, Zhong Shan, Zhu Hai and Shen Zhen. The establishment of toys factories in China had significantly impacted on the role of Hong Kong, which was once a famous toys manufacturing centre in the world. Hong Kong is now acting as a toys design and development, and marketing centre. Most of the major toys companies are now running their operation of design and development work in Hong Kong. Different levels of engineers are currently employed to perform the design and development work. The comparatively better exposure and communication skills in liasing with customers from US or European countries, better awareness of toys requirement, broader engineering education, and better self-initiative to problem solving are commonly agreed advantages of engineers from Hong Kong. However, due to the continual competitive toys market, there is a need to further lower the operation cost of toys design and development. Towards the 21st century there is a drastic drive to transfer the toys design and development work to Mainland China also. As a mission to the top management, this will be another step towards relocating the whole office to Mainland China. Some of the companies had already taken the steps. Offices in Mainland China have been set up, with the subsequent action of closing the office in Hong Kong. In the process of transition, problems such as poor schedule adherence, delay shipment and poor quality levels are usually found. Owing to this, many major companies are still performing detail evaluation to formulate the best plan, before taking the big step for the transition process. Apart from this, some other problems such as the mentality and exposure of local engineers are also contributing to the slow progress of the change. Contrarily, there is a major concern as to whether the mentioned job-transfer will further increase the unemployment rate for Hong Kong engineers. This paper examines the existing situation and the problems faced by leading toys companies with regards to the possibility of transferring the design and development work to Mainland China. The authors will propose a smooth transition plan which would reduce the risk involved. In addition, a perspective view of toys design and development work in Hong Kong after the transition will be projected. It is cited that value added work, high technology interactive toys, and innovative designed toys are important ingredients in the future perspective. The impact of the success of China in entering the World Trade Organisation upon the toys industry will also be discussed in the paper.

Interactive talking dolls

A set of interactive toys that perform a sequence of actions in response to one another without external activation other than an initial actuation to begin the sequence of actions. Preferably, each toy has an activation switch and/or a receiver for a wireless signal such as an infrared signal which activates the toy. Upon activation, the toy performs a desired action, such as the enunciation of a speech pattern, and signals another toy to perform a responsive action. Preferably, the toy are capable of performing several different action sequences, such as the enunciation of different conversations, the performance of different movements, etc. Additionally, the toys are programmable by a remote control device. The remote control device either functions as an activation switch, initiating a random or predetermined (yet not user determined) sequence of interactions, or as an interaction selector, such that a desired sequence of actions may be selected.

Using Choice with Game Play to Increase Language Skills and Interactive Behaviors in Children with Autism

Children with autism often exhibit significant language delays and extremely disruptive behaviors when confronted with task situations or other interactions in which they would rather not partake. The developmental literature suggests that language skills may be increased by engaging in play interactions, but children with autism are unlikely to engage in interactive toy and game play. Providing choice opportunities may increase responding and adaptive behaviors in children with autism. Therefore, this investigation was conducted to assess the effects of choice during language intervention on disruptive behavior, social play/ pragmatic behaviors, and language development. Participants exhibited problem behaviors, a lack of engagement in interactive play, and delayed acquisition of grammatical morphemes. Within a reversal (ABAB) design, Choice and No Choice conditions were compared in a naturalistic language intervention procedure using play. Results indicated that when choice is permitted during language intervention within a play context, disruptive behaviors are considerably reduced, and levels of appropriate social play/pragmatic skills increase, thereby reducing interventionist redirection. Moreover, the children participating in the study showed generalization of the targeted language structures only to their home environments following intervention in the choice condition. Findings and directions for future research are discussed with regard to the importance of providing choice for children with autism.