This study explores the relation between preschool children and smart, connected toys, which show educational promises regarding the Internet of Toys (IoToys). Smart environments, such as educational environments, when combined with networked wireless toys interacting with each other, computers, mobile phones, smart objects, and online communities, offer opportunities for unique entertainment and learning experiences (Collins et al., 2010).
When considering the IoToys, learning is expected to happen in play through physical and digital manipulation of the toys’ affordances. Our study employs four IoToys: Hatchimals, CogniToys Dino, Fisher-Price’s Smart Toy Bear, and Wonder Workshop’s Dash Robot. The purpose of the paper is to investigate what kind of play patterns may be detected in the connected toys included in our case study. One of the main goals is to explore which educational needs these toys cater to by investigating their educational promises through three perspectives: an analysis of the toy makers’ ideas on the affordances and educational value of the toys; a survey concerning parental views on the educational potential of digitally-enhanced toys; and finally, group interviews and play tests regarding preschool- aged children’s own responses about possible learning experiences related to the toys.