Abstract

The problem: New physical–digital play technologies connecting bodily and digital child activity are starting to shape the way children play. These technologies include robots, digital agents, mixed or augmented reality devices, and smart-eye based gaming. Little is known, however, about the ways in which these technologies could promote or damage child development. Aim: This study was aimed at understanding if and how these physical–digital play technologies afforded (generated opportunities for) developmentally relevant behaviour in typically developing children. Methods: A systematic review was carried out. A total of 31 papers met the inclusion criteria, of which 17 were of high enough quality to be included for synthesis. A thematic analysis was applied to find patterns across empirical studies. Results: The studies show that physical-digital play technologies could afford children’s developmentally relevant behaviour positively. Specifically, self-monitoring was afforded by providing information about own performance. Collaboration was afforded by slowing play interactivity, designing for play interdependency and joint object accessibility. Decision making was afforded by offering delimited choices. Problem solving and physical activity were afforded by requiring children to engage in them to keep playing. Discussion: The study identified four general interlinked sociotechnical components affording developmentally relevant behaviour among the physical-digital play technologies reviewed. These included: social expectations framing play situations; technical features of play technologies, such as its digital play mechanics and physical characteristics; the directiveness of technology on children’s actions (inviting, guiding or forcing behaviours); and the alignment between play goals promoted, technology’s technical features, and developmentally relevant behaviours.