Virtual and Physical Toys: Open-Ended Features for Non-Formal Learning

    Research output: Contribution to journalJournal articleResearchpeer-review

    20 Citations (Scopus)

    Abstract

    This paper examines the integrated toy—both physical and virtual—as an essential resource for collaborative learning. This learning incorporates rehabilitation, training, and education. The data derived from two different cases. Pedagogical issues related to non-formal learning and open-ended features of design are discussed. Findings suggest that social, material, and expressive affordances constitute a base for an alterative interface to encourage children’s play and learning.
    Original languageEnglish
    JournalCyberPsychology & Behavior
    Volume9
    Issue number2
    Pages (from-to)196-199
    Number of pages4
    ISSN1094-9313
    DOIs
    Publication statusPublished - 2006

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    Play and Playthings
    toy
    Patient rehabilitation
    Education
    Learning
    learning
    rehabilitation
    Rehabilitation
    resources
    education

    Keywords

    • Virtual Physical Toys
    • Open Ended Non-Formal Learning

    Cite this

    @article{080d41f08a8d11dbbb3d000ea68e967b,
    title = "Virtual and Physical Toys: Open-Ended Features for Non-Formal Learning",
    abstract = "This paper examines the integrated toy—both physical and virtual—as an essential resource for collaborative learning. This learning incorporates rehabilitation, training, and education. The data derived from two different cases. Pedagogical issues related to non-formal learning and open-ended features of design are discussed. Findings suggest that social, material, and expressive affordances constitute a base for an alterative interface to encourage children’s play and learning.",
    keywords = "Virtual Physical Toys, Open Ended Non-Formal Learning",
    author = "Eva Petersson and Tony Brooks",
    note = "PMID: 16640479",
    year = "2006",
    doi = "10.1089/cpb.2006.9.196",
    language = "English",
    volume = "9",
    pages = "196--199",
    journal = "CyberPsychology, Behavior and Social Networking",
    issn = "2152-2715",
    publisher = "Mary Ann Liebert Inc.",
    number = "2",

    }

    Virtual and Physical Toys : Open-Ended Features for Non-Formal Learning. / Petersson, Eva; Brooks, Tony.

    In: CyberPsychology & Behavior, Vol. 9, No. 2, 2006, p. 196-199.

    Research output: Contribution to journalJournal articleResearchpeer-review

    TY - JOUR

    T1 - Virtual and Physical Toys

    T2 - Open-Ended Features for Non-Formal Learning

    AU - Petersson, Eva

    AU - Brooks, Tony

    N1 - PMID: 16640479

    PY - 2006

    Y1 - 2006

    N2 - This paper examines the integrated toy—both physical and virtual—as an essential resource for collaborative learning. This learning incorporates rehabilitation, training, and education. The data derived from two different cases. Pedagogical issues related to non-formal learning and open-ended features of design are discussed. Findings suggest that social, material, and expressive affordances constitute a base for an alterative interface to encourage children’s play and learning.

    AB - This paper examines the integrated toy—both physical and virtual—as an essential resource for collaborative learning. This learning incorporates rehabilitation, training, and education. The data derived from two different cases. Pedagogical issues related to non-formal learning and open-ended features of design are discussed. Findings suggest that social, material, and expressive affordances constitute a base for an alterative interface to encourage children’s play and learning.

    KW - Virtual Physical Toys

    KW - Open Ended Non-Formal Learning

    U2 - 10.1089/cpb.2006.9.196

    DO - 10.1089/cpb.2006.9.196

    M3 - Journal article

    VL - 9

    SP - 196

    EP - 199

    JO - CyberPsychology, Behavior and Social Networking

    JF - CyberPsychology, Behavior and Social Networking

    SN - 2152-2715

    IS - 2

    ER -