In today’s world, interactive toys are more than just fun distractions; they’re shaping the way kids learn and play. From robotic pets to advanced AI companions, children are forming connections with toys that behave almost like living creatures. But how do kids really perceive these toys? Do they see them as real, or just pretend?

In a study I co-authored, we dove into this question, exploring how children between the ages of three and eight interact with robotic toys, like Sony’s AIBO. These toys blur the line between what’s real and imaginary, making them ideal subjects for studying kids’ beliefs and behaviors. During 12 play sessions with 25 children, we asked one key question: What does it mean for something to be “real”? In addition to interviews, we observed how the children played with three different toys, each with varying levels of interactivity.

What we found was fascinating. Although the kids told us that the toys weren’t real, their actions revealed something else. The more interactive the toy, the more the children treated it as though it had real, intentional qualities—almost as if they believed it had a mind of its own. Our research offers fresh insights into how young minds grapple with the concept of reality and how they respond to the ever-evolving world of interactive technology.

Could it be that in the eyes of children, a toy’s ability to mimic life is just as meaningful as whether it’s truly “real”? Our findings open up some intriguing possibilities in understanding children’s relationships with technology.

Full citation and link to the article given below.

Francis, A., & Mishra, P. (2009). Is AIBO real? Understanding children’s beliefs about and behavioral interactions with anthropomorphic toys. Journal of Interactive Learning Research, 20(4), 405-422.