A systematic review of physical-digital play technology and developmentally relevant child behaviour

TL;DR

This systematic review examines how physical-digital play technologies influence developmentally relevant behaviors in children aged 0-12, highlighting potential positive effects and underlying principles of their impact.

Contribution

It provides a comprehensive synthesis of existing research on physical-digital play technologies and their role in promoting child developmentally relevant behaviors.

Findings

Interactive technologies can promote self-monitoring, collaboration, decision-making, problem solving, and physical activity.

Four principles underpin how these technologies influence behavior: social framing, action directiveness, technical features, and goal alignment.

Most studies suggest positive effects on child development, with specific behaviors being fostered by different technological features.

Abstract

New interactive physical-digital play technologies are shaping the way children plan. These technologies refer to digital play technologies that engage children in analogue forms of behaviour, either alone or with others. Current interactive physical-digital play technologies include robots, digital agents, mixed or augmented reality devices, and smart-eye based gaming. Little is known, however, about the ways in which these technologies could promote or damage child development. This systematic review was aimed at understanding if and how these physical-digital play technologies promoted developmentally relevant behaviour in typically developing 0 to 12 year-olds. Psychology, Education, and Computer Science databases were searched producing 635 paper. A total of 31 papers met the inclusion criteria, of which 17 were of high enough quality to be included for synthesis. Results indicate that these new interactive play technologies could have a positive effect on children's developmentally relevant behaviour. The review indicated specific ways in which different behaviour were promoted. Providing information about own performance promoted self-monitoring. Slowing interactivity, play interdependency, and joint object accessibility promoted collaboration. Offering delimited choices promoted decision making. Problem solving and physical activity were promoted by requiring children to engage in them to keep playing. Four principles underpinned the ways in which physical digital play technologies afforded child behaviour. These included social expectations framing play situations, the directiveness of action regulations (inviting, guiding or forcing behaviours), the technical features of play technologies (digital play mechanics and physical characteristics), and the alignment between play goals, play technology and the play behaviours promoted.