国内外智能玩具研究及其在游戏化学习支架中的应用综述

Chinese and International Researches on Smart Toys and Their Application in Scaffolding of Playful Learning

中文关键词: 智能玩具  教育支持  游戏化学习  学习支架

英文关键词: s on Human Factors in Computing Systems. New York:Association for Computing Machinery, 2000:247-248.

中文摘要:

      目的 对国内外智能玩具研究现状、智能玩具在游戏化学习支架的研究异同进行比较分析。方法 梳理总结智能玩具的研究脉络、定义与特点。以2000—2023年，国内外智能玩具文献(中文257篇，英文235篇)为研究对象，采用文献计量法结合CiteSpace软件，对智能玩具研究进行可视化对比分析，明晰国内外智能玩具的研究现状和热点趋势。运用内容分析法分析归类研究案例，探讨国内外在研究智能玩具作为学习支架工具时研究重点、研究方法等方面的异同。结论 国外智能玩具研究相比国内更集中，但两者都没有形成核心作者群。国内外关注的研究方向存在相似性但具体的研究侧重点有较大差异，国内研究关注儿童玩具智能化的交互形式和体验，国外则更重视技术创新在有形玩具载体中的多元应用。在智能玩具应用于支架式学习的研究中，国内外的项目研究也呈现出较大差别，国外注重智能玩具与实际教学场景的整合应用，关注技术创新、特殊群体需求，以及对学习成效的定量评估。国内研究则更强调智能玩具在非正式场景下对学龄前儿童的学习促进和发展、智能玩具与儿童交互的方式和策略，以及对本土文化的融入。

英文摘要:

      The work aims to conduct a comparative analysis on the current status of research on smart toys in China and abroad, and the similarities and differences in the research on smart toys in the scaffolding of playful learning. The research lineage, definition and characteristics of smart toys were summarized and sorted out. Taking the Chinese and international smart toys literature (257 articles in Chinese and 235 articles in English) from 2000 to 2023 as the research object, the bibliometric method was combined with CiteSpace software to conduct visual comparative analysis on smart toys research, so as to clarify the current status of Chinese and international research on smart toys and the hot trends. The content analysis method was adopted to analyze and categorize the research cases, and explore the similarities and differences in the research focus, research methodology and other aspects of the research of smart toys as a learning scaffolding tool. The research on smart toys abroad is more concentrated than that in China, but neither of them has formed a core group of authors. The research directions of Chinese and foreign concerns are similar but obviously different in the specific research focuses. Chinese research focuses on the interactive forms and experiences of children's toys, while foreign research pays more attention to the multifaceted applications of technological innovations in the carriers of tangible toys. In the research of smart toys applied to scaffolding learning, Chinese and foreign project researches also show a big difference. Foreign research pays more attention to the integration of smart toy technological innovation in the actual teaching scene, the quantitative assessment of learning effectiveness, and the experience of special groups of children, while the Chinese research emphasizes more on the smart toys in the informal scene of the preschool children's learning to promote and develop, the way and strategy of the interaction between the smart toys and children and adaptation to local culture.