How play moves us: Toys, technologies, and mobility in a digital world

The 21st century has been described as the Century of Play. The change in current play is particularly noticeable when looking at technological developments. This thesis deals with the technologization, digitalization, and connectedness of play between 2010–2020. The research explores forms of contemporary play, playthings, and players in a time when digitalization and connectedness have extended to various tools and realms of play—devices, toys, games, apps, and mediated playful environments. At the heart of the research are playthings and technologies conceptualized here as play machines, players using these tools within their communities and contexts, and, due to technological change, play research that increasingly expands into digital and networked cultures. Interactive digital devices have made play ubiquitous, and this includes play activities related to toys, mobile technologies, digital cameras, smartphones, digital toys, social media, and social robotics. The purpose of the thesis is to increase the understanding of what the rapid technologization of play, or what is conceptualized in the thesis as the digital leap of play, means in terms of mobilizing the players physically, cognitively, and emotionally. The thesis opens up prospects for technology-enriched play by presenting a range of empirical studies interested in the mobilization tendencies of current digital devices, toys, and connected media cultures that inform and inspire contemporary play and players of different ages as a form of digital culture that unites players and generations. The assumption is that digital technology connected to modern play experiences can move players in physical, cognitive, and emotional terms. Through six qualitative case studies, the thesis proposes to answer the central question: “How has play moved human players of the Western world in 2010–2020 in terms of physical, cognitive, and emotional mobility/movement?” The sub-question inquires what kinds of digital play are encountered in interactions of people of different ages as part of technologically enhanced leisure, learning, and environments where play is increasingly happening with and through machines and social media platforms by asking: “How are the acts of play realized in each instance of digital play through technology use, and what are the functions of the play for the players in each study?” The thesis seeks to understand the nature and various aspects of the digital transformation of play and balance the prevailing negative assumptions with more positive and optimistic views on the effect of technology-oriented play on the lives of players of different ages. The scholarly contribution of the thesis is to generate new play knowledge: The publications included in the thesis highlight various play patterns and practices among children of preschool age, adults, and seniors who engage in digital play through the use of digital devices or digital toys, either solitarily or socially, as part of intergenerational play. The findings of the thesis illustrate how changes in the ecosystem of play (primarily made possible by developing mobile technology and social media) are linked to the opportunities for players to engage in creative play activities, their documentation, and their social sharing. The connections of evolving digital technology (for example, digital toys, social media networking, and social robotics) to play are diverse; mobile devices with and without screens are used as an extension of play to enrich the experiences and outcomes of play and to empower the players by allowing them to showcase their imagination, creativity, and ability to connect with peers and other player communities. The thesis concludes that contemporary technology embodied in digital devices and Internet-connected playthings as the play machines of 2010–2020 allows for the expansion of play into human and toy interactions that non-technological playthings would not support. Technological development thus expands the historical, digital-material, and narrative dimensions of play. Social, technology-supported play triggers cultural processes that also support intergenerational interaction in play. Consequently, this thesis suggests that 1) digital technology is a driver for societal changes that affect play, 2) digital technology is a mobilizer of players in a physical, cognitive, emotional, and social sense, and 3) digital technology is an enabling, empowering, and enriching resource for contemporary digital play

Re-playing Legends’ Worlds: Toying with Star Wars’ Expanded Universe in Adult Play

In this essay, I describe how adult fans of the Star Wars universe engage actively in worldbuilding through world-play. What distinguishes world-play from world-building, as proposed by Wolf (2012), is an understanding that adult toy play involves more than mere collection of toys, the most prominent concept in both hobbyist and theoretical writings on adults’ relationships with toys. In my analyses of visual and narrative data collected with adults, I have concentrated on profiling the types of adults who play with toys (Heljakka, 2013) and mapping out popular play patterns and motivations to play in reference to mass-produced toys (e.g., Heljakka, 2012; 2013; 2015). The essay at hand aims to investigate how adults’ play with Star Wars toys also entails elements of world-building in terms of both imaginative and spatially emerging object play patterns. Moreover, my study explores the employment of narratives from the original Star Wars films as texts and a source for contemporary fan play. Focus will be given to how the story-worlds of George Lucas, now imagined further by Disney and its storytellers, impact the current world-playing practices of Star Wars fans.</p

Preschoolers Learning with the Internet of Toys: From Toy-Based Edutainment to Transmedia Literacy

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, Internet of Toys (IoToys), Toy-based learning, Toy Literacy, Preschool-children, Transmedia Literacy </p

Robot dogs, interaction and ludic literacy: Exploring smart toy engagements in transgenerational play

This article highlights a study focusing on playful human-robotics interaction with an interest in robot dogs, technologically enhanced play, and ludic literacy. In order to find out how players of different ages react to, approach and employ a robot dog (called Golden Pup) in play, we designed an experimental study with 6–7-year-old preschool children and 80+-year-old seniors. We conducted the study with preschoolers and seniors, who during a playtest session interacted with a toy robot, namely a smart toy dog resembling a golden retriever puppy. Our aim was to find out how the toy robot invites playful interaction with it, facilitates social engagement between generations of players, and opens up conversations around social robotics and adaptive learning on toy-based technologies between players of different ages. Our findings suggest the role and importance of play in media education and show how robotic toys can be used to enhance ludic literacy when shared as a part of the transgenerational play. Keywords: human-computer interaction; ludic literacy; robotics; toy-based learning; transgenerational play

Vanhentunut Pete : Nostalgia, retrovaatio ja vintageleikki lähtökohtina hahmolelun suunnittelulle

Katsauksen keskiössä ovat lelusuunnittelussa ilmenevä nostalginen teknologiasuhde ja vintageleikiksi kutsuttu esineleikin osa-alue. Kirjoituksessa esitelty uutuuslelu, Obsolete Pete (”Vanhentunut Pete”), ammentaa esikuvansa nykyteknologian mahdollisuuksien sijaan menneen ajan välineistöstä ja estetiikasta. Leluhahmon suunnittelun lähtökohtia peilataan katsauksessa lelusuunnittelun ajankohtaisiin trendeihin ja osoitetaan, miten materiaalilähtöinen retrovaatio tietoisena suunnittelun lähtökohtana voi merkitä myös vanhentuneen ja analogisen teknologian monipuolista hyödyntämistä uuden hahmolelun muotoilussa. </p

CENTRIC 2018 : The Eleventh International Conference on Advances in Human-oriented and Personalized Mechanisms, Technologies, and Services

Over the next years smart Internet-connected toys are expected to grow significantly in numbers. Our study explores smart toys’ potential to deliver experiences related to playful learning. One key aspect of toys, such as the CogniToys Dino, Fisher-Price’s Smart Toy Bear and Wonder Workshop’s Dash Robot are their game-based and toy-based features and functions, which are suggested to have educational outcomes when used in play. Through a comparative investigation of toy marketers’, preschool teachers’ and the parents’ of preschoolaged children’s perspectives of smart toys potential—and a comparison to the actual play experiences of preschoolers discovered in earlier stages of research, we demonstrate how the educational potential of contemporary smart toys may be categorized into game-based and toy-based affordances that may be employed for specific educational goals in playful learning. Keywords - game-based learning; Internet of Toys (IoToys); play; preschoolers; smart toys.</p

Proceedings of the 8th International Toy Research Association World Conference Toys and Material Culture: Hybridisation, Design and Consumption

This paper challenges the readers to rethink adult toy play by demonstrating evidence for the rich and multifaceted nature of contemporary adult toy play cultures. It is based on a ten-year period of extensive research among mature toy players and illustrates the necessity of a shift in thinking about the user-groups of toys. The paper as a think piece bases on long-term, rigorous research, and argues for the need to acknowledge adult toy play as an important and growing area of contemporary toy cultures. It summarizes the work of a toy researcher interested in adult toy relations (conducted between years 2008-2018) and has a two-way agenda: By turning to cultural phenomena related to ludification and toyification of culture, it functions both as a cultural analysis of the ludic Zeitgeist, as well as a mapping of what has been learned about adult play in contemporary toy cultures so far. The case studies featured in this paper have been grounded in multiple readings and analyses of the manifestations of adult toy play as presented in photoplay (or toy photography) displayed on social media, e.g. Flickr and Instagram. It is supplemented with thematic interviews and participatory observation at toy conventions. Moreover, research methods include an extensive literary review in connection with doctoral research (Heljakka, 2013) and post-doctoral studies (2014-2018), and empirical studies (based on closer visual analyses of toy collections and qualitative interviews with mature players aged between 25-50+ years) on adult toy play in reference to contemporary character toys such as doll-types Blythe (Tomy Takara), Barbie and Ken (Mattel), My Little Pony (Hasbro), and Star Wars toys (by various toy makers).</p

Pandemic toy play against social distancing: Teddy bears, window-screens and playing for the common good in times of self-isolation

This article investigates the recent global phenomenon of the teddy challenge (nallejahti) with a focus on Finland. Beginning in March 2020 and as result of the global COVID-19 pandemic, Finnish citizens started to cheer up passersby by displaying teddy bears in their windows. As this activity gained media interest and popularity, it gradually grew into a form of contemporary toy play, inviting both children and adults to participate in the activity as displayers and spectators of toys. Furthermore, a gamified challenge was added on to this originally open-ended and visual-material play pattern made available to a broader audience thanks to sharing on social media. Through an examination of national and international newspaper articles and images posted with the hashtag #nallejahti on social media platforms, the phenomenon is articulated and analyzed through the theoretical lenses of mimetic object play, social screen-based play, and toy play as an act that potentially facilitates mental well-being through imagination, participation, and communal play—here understood as playing for the common good. By theorizing and framing the current phenomenon as pandemic toy play, the article suggests the importance of resourcefulness and playful social resilience as facets of a transgenerational play practice in times of forced self-isolation and physical social distancing. </p