**1. Introduction**

Children have a universal need to play, and by playing, they can learn a series of skills vital for their social and cognitive development. Playing is a self-motivating and pleasurable activity, and through gamification (the application of game elements), different tasks can become more engaging. Maria Montessori defined play as the work of children and something that must be encouraged for a healthy childhood development. Disciplines such as social game studies consider the activity of play as an important way for children to understand their surroundings, communicate, and develop affection [1, 2].

Known as play tools, toys have an important role as facilitators of children's growth and learning [3]. A toy is a dedicate artifact for the act of playing. Humans are sensory animals and toys can allow more materialized, stimulating, and easily understood play experiences. The existence of toys can date as old as 3.000 BCE, but it was only through the rise of the industrial age that they became widely available for children at a global scale. Up until the 1980s, toys were mostly represented by a highly profitable plastic industry. However, since the 1990s, the rise of electronic technology together with the digital video game industry has reconfigured the general ideas of what a toy could be.

Nowadays, electronic games can be considered toys and the boundaries between the virtual and tangible elements are not so strict [4]. For example, the fast development of tablet computers has developed into one of the current most profitable play markets. Different tablet applications for children (be they games, dedicate programs, or play kits) gives an array of engaging and playful possibilities at little development cost. With tablets representing a big parcel of the play market, children today have become much more exposed to digital/screen media than previous generations. This extended exposure has been linked with different changes in children's behaviors. As examples, current studies are linking extended screen exposure to autistic-like symptoms, hyperactivity, and obesity rates [5–7]. The overall recommendation is that, specially at young ages, screen time should be minimized at the same pace that active play time should be encouraged. However, technology cannot be stopped and children's interest to interact with technology should not be discouraged, but rather utilized to support their development.

This context led to a series of new play tool proposal called "interactive" or "smart" toys. By combining the traditional play values with modern technologies, interactive toys can provide more direct feedback and narrative possibilities for the users. Interactive toys can also engage children through sensory stimuli such as LED lights, digital sounds, and haptic inputs for touch [8]. The "interaction" from interactive toys comes from these expanded possibilities between the user and the artifact facilitated by modern technology. In other words, the toy is interactive. Being that a new frontier, designers from all over the world are trying to develop new interactive toys that can bring unique experiences to the user.

The interaction between children with others is potentially more important to their social development than the interactions they can have with different toys. Considering that, a parallel view entitled "Design for Interaction" is rising by prioritizing children's social relationships. In the design for interaction principle, play artifacts assume a support role, mediating or facilitating social relationships between children and peers or caregivers. Moreover, technology is not the main factor in this view and interactions can arise from different play media, be they analogic, electronic, or virtual.

The present chapter discusses the definitions, differences, and similarities between the "interactive design" and the "design for interaction" views when applied for children's product. Each section will illustrate and exemplify these views with schematic and cases. We follow by comparing some performed studies where group games, mediated by different toys, were utilized to evaluate children's task impressions and group behavior. Considerations will be at the end of the chapter about how to develop interactive play tools that can better support children's social development.

#### **2. Interactive design and interactive toys**

According to the Merriam-Webster dictionary [9], the word "interactive" can mean: (1) mutually or reciprocally active or (2) involving the actions or input of a user. This definition is especially related to a two-way electronic communication system. Therefore, the word interactive design has an inherent focus on how the design interacts with the user, and how to consider these interactions. The same concept can be applied with the definition of interactive toys. Nowadays, toys and games are being constantly designed with the advancement of digital technology and the changes in consumer habits. These new toys are named "Interactive" or "smart" toys [10].

**29**

*Interactive Design vs. Design for Interaction: Developing Interactive Play Tools that Promote…*

From a technology standpoint, an interactive toy differs from traditional ones by adding the interactive attractiveness of modern technologies to stimulate play. All toys can be considered interactive, but traditional toy interactions are mostly mechanical. In other words, when interacting with traditional toys, such as a football, the user receives an instant sensory feedback which might motivate them to keep playing. Emotional-level interactions and imaginary play are also possible with traditional toys, but the toy acts mainly as a physical medium for these play

The main difference between the definitions of a traditional and an interactive toy is the integration of technology to provide dynamic interactions [11, 12]. By using different sensors and actuators, interactive toys can receive children's inputs and generate different outputs to actively encourage their play. It can, for instance, identify children's play pattern through an artificial intelligence and use this information to provide direct motivating feedback such as increasing or decreasing the difficulty of game, or changing the balance of sensory stimuli such as the intensity of lights and

It is important to note that both traditional and interactive toys can provide the same amount of play interactions, but the interaction of smart toys can be detected or encouraged with the applied technology. The constant feedback generated by the artifact in the response of children's inputs is what would define its interactivity and where technology is more deeply inserted. The second point is that smart toys are expanded to new media and devices such as tablets, augmented-reality and virtual reality glasses, breaking the division between digital and analogic experiences. Considering that wide range, there is no current fixed limitation in the interactive toys' category. Interactive toy can involve products such as interactive floors or walls with sensors that react when children touch them, or it could be individual portable products, such as shoes or balls with LED lights and sensors to motivate active play. It can even be an entire installation, with different products exchanging

A promising subcategory of the interactive toys is the interactive playgrounds. Interactive playgrounds are integrating technology to promote more engaging ways for children to exercise and establish social relationships. Like interactive toys, the idea of an interactive playground is not limited to traditional buildings and could be either a small prop, which the user can carry with them, or a digital application that can integrate with the existing playground environment. Although it is a new concept, Sturm et al. defined the following guidelines which designers can take when designing interactive playgrounds. Interactive playgrounds should:

By using sensory technology, children can receive different sorts of feedback such as visual lights, sounds, or haptic outputs. Many of these elements are proven to have a positive effect on children development, since it can better direct and immerse them in the activities. For example, Zhao et al. found that haptic inputs increased the immersion children had when reading and listening stories [13].

*DOI: http://dx.doi.org/10.5772/intechopen.84328*

sounds. This interaction can be seen in **Figure 2** below.

information on a network-connected server [8].

• keep the game rules and mechanics simple,

• provide different feedbacks to the users.

• focus on social interactions,

• offer challenges,

• have clear goals, and

interactions (**Figure 1**).

#### *Interactive Design vs. Design for Interaction: Developing Interactive Play Tools that Promote… DOI: http://dx.doi.org/10.5772/intechopen.84328*

From a technology standpoint, an interactive toy differs from traditional ones by adding the interactive attractiveness of modern technologies to stimulate play. All toys can be considered interactive, but traditional toy interactions are mostly mechanical. In other words, when interacting with traditional toys, such as a football, the user receives an instant sensory feedback which might motivate them to keep playing. Emotional-level interactions and imaginary play are also possible with traditional toys, but the toy acts mainly as a physical medium for these play interactions (**Figure 1**).

The main difference between the definitions of a traditional and an interactive toy is the integration of technology to provide dynamic interactions [11, 12]. By using different sensors and actuators, interactive toys can receive children's inputs and generate different outputs to actively encourage their play. It can, for instance, identify children's play pattern through an artificial intelligence and use this information to provide direct motivating feedback such as increasing or decreasing the difficulty of game, or changing the balance of sensory stimuli such as the intensity of lights and sounds. This interaction can be seen in **Figure 2** below.

It is important to note that both traditional and interactive toys can provide the same amount of play interactions, but the interaction of smart toys can be detected or encouraged with the applied technology. The constant feedback generated by the artifact in the response of children's inputs is what would define its interactivity and where technology is more deeply inserted. The second point is that smart toys are expanded to new media and devices such as tablets, augmented-reality and virtual reality glasses, breaking the division between digital and analogic experiences.

Considering that wide range, there is no current fixed limitation in the interactive toys' category. Interactive toy can involve products such as interactive floors or walls with sensors that react when children touch them, or it could be individual portable products, such as shoes or balls with LED lights and sensors to motivate active play. It can even be an entire installation, with different products exchanging information on a network-connected server [8].

A promising subcategory of the interactive toys is the interactive playgrounds. Interactive playgrounds are integrating technology to promote more engaging ways for children to exercise and establish social relationships. Like interactive toys, the idea of an interactive playground is not limited to traditional buildings and could be either a small prop, which the user can carry with them, or a digital application that can integrate with the existing playground environment. Although it is a new concept, Sturm et al. defined the following guidelines which designers can take when designing interactive playgrounds. Interactive playgrounds should:


By using sensory technology, children can receive different sorts of feedback such as visual lights, sounds, or haptic outputs. Many of these elements are proven to have a positive effect on children development, since it can better direct and immerse them in the activities. For example, Zhao et al. found that haptic inputs increased the immersion children had when reading and listening stories [13].

*Interactive Multimedia - Multimedia Production and Digital Storytelling*

new interactive toys that can bring unique experiences to the user.

analogic, electronic, or virtual.

**2. Interactive design and interactive toys**

The interaction between children with others is potentially more important to their social development than the interactions they can have with different toys. Considering that, a parallel view entitled "Design for Interaction" is rising by prioritizing children's social relationships. In the design for interaction principle, play artifacts assume a support role, mediating or facilitating social relationships between children and peers or caregivers. Moreover, technology is not the main factor in this view and interactions can arise from different play media, be they

The present chapter discusses the definitions, differences, and similarities between the "interactive design" and the "design for interaction" views when applied for children's product. Each section will illustrate and exemplify these views with schematic and cases. We follow by comparing some performed studies where group games, mediated by different toys, were utilized to evaluate children's task impressions and group behavior. Considerations will be at the end of the chapter about how to develop interactive play tools that can better support children's social development.

According to the Merriam-Webster dictionary [9], the word "interactive" can mean: (1) mutually or reciprocally active or (2) involving the actions or input of a user. This definition is especially related to a two-way electronic communication system. Therefore, the word interactive design has an inherent focus on how the design interacts with the user, and how to consider these interactions. The same concept can be applied with the definition of interactive toys. Nowadays, toys and games are being constantly designed with the advancement of digital technology and the changes in consumer habits. These new toys are named "Interactive" or

ured the general ideas of what a toy could be.

electronic technology together with the digital video game industry has reconfig-

Nowadays, electronic games can be considered toys and the boundaries between the virtual and tangible elements are not so strict [4]. For example, the fast development of tablet computers has developed into one of the current most profitable play markets. Different tablet applications for children (be they games, dedicate programs, or play kits) gives an array of engaging and playful possibilities at little development cost. With tablets representing a big parcel of the play market, children today have become much more exposed to digital/screen media than previous generations. This extended exposure has been linked with different changes in children's behaviors. As examples, current studies are linking extended screen exposure to autistic-like symptoms, hyperactivity, and obesity rates [5–7]. The overall recommendation is that, specially at young ages, screen time should be minimized at the same pace that active play time should be encouraged. However, technology cannot be stopped and children's interest to interact with technology should not be discouraged, but rather utilized to support their development. This context led to a series of new play tool proposal called "interactive" or "smart" toys. By combining the traditional play values with modern technologies, interactive toys can provide more direct feedback and narrative possibilities for the users. Interactive toys can also engage children through sensory stimuli such as LED lights, digital sounds, and haptic inputs for touch [8]. The "interaction" from interactive toys comes from these expanded possibilities between the user and the artifact facilitated by modern technology. In other words, the toy is interactive. Being that a new frontier, designers from all over the world are trying to develop

**28**

"smart" toys [10].

**Figure 1.**

*Traditional toy play interaction flowchart. Users interact with the toy and the given mechanical feedback perpetuates different interactions.*

**Figure 2.**

*Interactive toy play interaction flowchart. The user provides an interaction that is detected and processed by the toy, which then converts into a feedback through different actuators, perpetuating the interaction.*

A point of caution is that a higher physiological arousal through interactive technology can also be associated with increases in user stress level [14]. With studies having yet to find the extension of these effects, this remains as an important step to responsibly design new interactive play tools. Moreover, the interaction with different technologies also affects children's social play interactions, which should be considered in the design of toy.
