Examining Artificial Intelligence Toys and Robots Features on Children's Developmental Domains and Learning Skills

ABSTRACTAI toys and robots are among the many advanced technological devices in the Internet of Things (IoT) ecosystem. These technologies have been rapidly entering children´s everyday life (in play and learning). The IoT devices in the education domain can be characterized by their ability to connect via Wi-Fi or Bluetooth, their personalized design features and their embedded sensors. Only a few studies explored how these elements could be aligned with children’s development and learning. This study aims to analyse AI toys and robots’ characteristics and functionalities and its possible implication in early‑childhood classrooms and other educational environments. Using structured observation with a specific guideline, a quantitative content analysis approach was used to examine the features of 20 AI toys and robots available on the market. The results suggest that in early childhood education contexts, AI toys could be introduced and used as an educational resource based on their potential for children’s learning and play experience. The analysis reveals a co-presence amongst features related to children’s socio-emotional development, the use of computer vision and natural language processing. Similarly, the characteristics that could promote physical and motor development through play are associated with the possibility of movement and gestures of the devices. The associations found between the functionalities present in AI toys and robots that incorporate AI suggest that they could be used for specific educational purposes, which is consistent with previous empirical studies, such as interactivity, thinking skills, physical development, and social learning. While the implication related to data capture indicates the necessity to strengthen privacy and address the risks associated with children as users.