Designing connected play: Perspectives from combining industry and academic know-how. In: Chaudron S., Di Gioia R., Gemo M., Holloway D., Marsh J., Mascheroni G., Peter J., Yamada-Rice D. Kaleidoscope on the Internet of Toys - Safety, security, privacy and societal insights, EUR 28397 EN, doi:10.2788/05383

Academics, designers and producers tend to consider the evolving Internet of Toys (IoToys) from within their individual disciplines. On the one hand, academics bring a long history of researching and theorizing play and communication practices to the task of considering young children’s use of connected toys. On the other hand, designers and producers of connected toys have detailed understanding of the possibilities and affordances of technology, as well as the technical mechanics involved in toy production. In other words, they know what it is possible to make, and what it is not possible to make. Industry also has an eye on trends in digital toy production and content, and how these are likely to evolve. This is because the digital play industry track data on technology usage and media consumption, and so on. These are things that academics are often a step behind in understanding because of a tendency to consider children’s use of an end product. However, my work across academia and the commercial toy and digital content industry has taught me that the amount of expertise companies have of child development and theories around play and communication practices is extremely varied and start-up companies in particular have little resource to conduct in-house research. This means that some connected toys are not as well made for young users as they could be. However, these crossovers have also taught me that sometimes academics call for changes to designs that are not easily possible or commercially viable. Therefore, regular collaboration between academia and industry would aid production of the best possible connected toys and content for young children

Socially Believable Robots

Long-term companionship, emotional attachment and realistic interaction with robots have always been the ultimate sign of technological advancement projected by sci-fi literature and entertainment industry. With the advent of artificial intelligence, we have indeed stepped into an era of socially believable robots or humanoids. Affective computing has enabled the deployment of emotional or social robots to a certain level in social settings like informatics, customer services and health care. Nevertheless, social believability of a robot is communicated through its physical embodiment and natural expressiveness. With each passing year, innovations in chemical and mechanical engineering have facilitated life-like embodiments of robotics; however, still much work is required for developing a “social intelligence” in a robot in order to maintain the illusion of dealing with a real human being. This chapter is a collection of research studies on the modeling of complex autonomous systems. It will further shed light on how different social settings require different levels of social intelligence and what are the implications of integrating a socially and emotionally believable machine in a society driven by behaviors and actions

Parent Resource Packet - A Guide for New Parents

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The influence of animated spokes-character actions and vocalizations on preschoolers\u27 product knowledge and preferences

This research examined the influence that an animated advertising spokescharacter has on preschool children’s product knowledge and preferences. The research tested the influence of spokes-character actions and vocalizations in a modified hierarchy of effects model by interviewing 158 two- to five-year-olds about televised experimental advertisements. Results of this research show that in general, preschool aged children retain more information when exposed to commercials with spokes-character action, but few spokes-character voices. Preschoolers did not appear to follow a hierarchical pattern from product/character recognition to product choice. In addition, an advertising spokes-character was found to have high recognition and liking, but little influence on product preference or product choice. The most interesting findings of this research pertain to differential responses by subgroups of preschoolers. Young boys were found to respond most favorably to commercials depicting the spokes-character acting on the product (e.g., eating the product). Young girls however, either showed no differences in response given the character’s action, or responded most favorably to random character action (e.g. jumping up and down). In addition, two-year-old children were found to retain more message content after viewing a commercial with directed character action. These findings demonstrate that more understanding is needed of the influence that spokescharacters have on young children’s consumer behavior

Museum of Contemporary Commodities: a research performance

The materialities and injustices of the 'prolific present' are overwhelming, making attention to the production, consumption and disposal of 'stuff' an urgent matter of concern. Presenting as automatic and only partially visible, creatively constructive acts of ‘dataveillance’ are integral to this explosion of stuff; conditioning our daily lives as milieus of consumption that channel profit to the propertied classes, often with socially and environmentally damaging consequences (Gabrys 2016, van Dijck, 2014, Tsing, 2013). Constructing the agency to intervene in these socio-technical valuing practices and cultural performances, requires us to consider our roles in those performances, as much as theorising the constituting structures, strategies, and (in)justices of their production. The Museum of Contemporary Commodities is an art geography research performance that is both a collaboratively produced dramaturgy of valuing, and an experiment in public curation as transformative process (Heathfield 2016, Graeber, 2013, Richter 2017). The project manifests as a series of digitally networked hacks, prototypes and events that attempt to configure new alignments between the social, material and digital that are localised and mobile, stable and reconfigurable, familiar and new (Suchman et al., 2002). These are art geographies as collectively produced critical making and social practices, which encourage audience-as-participant move from 'automatic' taking part in the unfolding immanence of the world, to feeling it more deeply. By extension attending to and caring for the ethical and political implications, and the material things that participation produces (Cull, 2011, Puig de la Bellacasa 2012)

Children’s Consumer Behavior

Children’s consumer behavior is a field that has lately been given attention by marketing, psychology, sociology, and pedagogy. The reason is the understanding that a child is an important part that has an influence on family’s shopping. At the same time, there is a concern about the abuse of natural child naivety and trustfulness. That is why the experts turned their focus on the knowledge about child’s cognitive development and all manners of consumer socialization and economic socialization. It is possible to accept protective measures to ensure the safety of the child consumer only when we know how the consumer develops. The chapter is therefore focused on these essential topics, and the research demonstrates the consumer and economic socialization of the children in preoperational period of the cognitive development from the perspective of the children and their parents

Emotions and behaviors of Chinese and U.S. preschoolers in two emotionally challenging tasks

2013 Summer.Includes bibliographical references.As children develop during early childhood, they are expected to internalize and follow social rules, so as to interact with people and the larger society in emotionally and behaviorally appropriate ways. But societal expectations and corresponding emotional and behavioral responses of individuals are all embedded in the sociocultural context (Markus & Kitayama, 1991; Rothbaum & Rusk, 2011). Americans typically are more emotionally expressive than Chinese even in early childhood (Camras, et al., 2007; Tardif, Wang, & Olson, 2009). Emotional expression disrupts social harmony and is discouraged in Chinese children, but indicates individuality and is more accepted in American children. In more individualistic cultures such as the U.S., which emphasize autonomy and self-agency, one might be expected to direct behaviors outward to actively change the context to be less distressing; in collectivistic cultures like China, one might be more inclined to modify the self to feel or appear less distressed instead (Rothbaum & Rusk, 2011). Still, contextual demands may affect these patterns, particularly if appropriate behavior in the contexts is highly socialized, such that children may anticipate strong negative consequences for misbehavior. In this study, the emotional and behavioral responses of Chinese and American preschoolers were compared in two emotionally challenging situations that are important contexts for socialization--resistance to temptation and "breaking" someone's toy. Thirty-four Chinese (17 females) and 37 American (19 females) 3-3.5 year olds were observed across 5 episodes: 1. Introduction to a temptation toy, 2. Resistance to temptation; 3. Introduction to a clown doll; 4. Solitary play with the clown doll; 5. Period after child "breaks" clown doll (standard violation). Children's emotional and behavioral responses were coded second by second and the data were analyzed with repeated measures MANCOVAs. Emotionally, American children were found to be more expressive of happiness and sadness than Chinese children. Chinese children's anger responses showed a cumulative pattern across contexts. Except for the impact on Chinese children's anger, the contextual changes generated children's emotional responses in the expected direction, in that pleasant contexts generated more positive emotions and fewer negative emotions, whereas challenging contexts generated more negative emotions and fewer positive emotions. Behaviorally, American children were found to display more context-directed distraction behaviors than Chinese children; whereas Chinese children displayed more emotion-focused self-modification behaviors, including focal avoidance and self-soothing. Distraction behaviors of children from both samples varied according to contextual changes: most distraction in resistance to temptation, least distraction during play session, and slight increase in distraction during standard violation. But variation in American children's distraction across contexts was greater than that of the Chinese children. By taking a culture-specific, context-specific, and process-oriented approach, the study found evidence for cross-culture, cross-context, and cross-time variations in American and Chinese young children's emotional and behavioral responses toward social challenges. Results highlight the importance of considering children's culture, the immediate and preceding contexts, and time course since challenging events occurred when interpreting and responding to young children's behavior in order to more effectively promote positive development in those children

A Formal Approach to Distinguish Games, Toys, Serious Games & Toys, Serious Re-purposing & Modding and Simulators

While the concept of serious game has considerably evolved in the last two decades, it still needs to be clearly differentiated from other types of artifacts. Thus, for most outside the domain, there is a degree of confusion about the relationship between serious games and other related applications such as simulators or the re-purposing of entertainment games within educational practices. This article proposes a formal approach towards classifying Games, Toys, Serious Games, Serious Toys, Serious Re-purposing & Modding and Simulators. The aim of this theoretical work is twofold. Firstly, on a practical level, this approach aims at helping actors from different ecosystems, such as health, for instance, to differentiate between these various devices and use them to their best advantage. Secondly, from a research perspective, based on a formal approach, our work aims to contribute to the development of a taxonomy for gamified intervention with serious purposes. This formal approach allows us to demonstrate that unique combinations can be proposed to distinguish each kind of application. In this context, Serious Games can be seen as a specific purpose and not as a synonym for other existing applications