The world’s first hydrogen powered toy, called H2Go, was presented at the 2008 NY Toy Fair by a company called Corgi. The fully functioning prototypes Corgi brought to the show were very impressive and the best example of toy technology innovation at the show.
The remote controlled car is powered by hydrogen fuel which is separated out from common tap water through a device called the “Refueling Station”, or as the company commonly referred to as the “cooker” Connect the car up to the cooker via a small fueling tube, press the plunger down on the cooker to force the hydrogen into the car, and away you go! The cooker and the remote control itself are powered by rechargeable batteries.
Corgi demonstrated a strong commitment to being as green as possible by quoting just what percentage of renewable energy was used through the combination of the different components that power the car. The car, cooker, and remote control sell together for $100. The solar panel, which can be purchased separately costs an extra $20. Without the solar panel, the cooker and remote control require a traditional electric outlet to recharge its batteries.
In 2004, the American Academy of Pediatrics announced that all screen-based viewing for children ages two or under should be avoided completely. At the same time dozens of “brain boosting” DVDs, videos, and interactive products hit the marketplace with claims of being beneficial to child’s cognitive development. Many parents are torn. What is the right thing to do for their child?
In Lisa Guernsey’s book, Into the Minds of Babes – How Screen Time Affects Children From Birth to Age Five, she explores many of the media claims about screen time and young children. She digs deep into the world of child research and not only investigates which research is credible and which is not, but she also makes the material accessible for the everyday parent along the way.
After reading her book I’ve had the opportunity to see Lisa speak a couple of times at conferences that focus on children. At a recent conference I spoke with Lisa about her book.
Scott Traylor: Lisa, let me start by asking you a little bit about yourself – who you are and how you came to writing your book.
Lisa Guernsey: I’m an education technology reporter. I was writing for the New York Times Circuits section about online media and other technologies, then I had kids. The story I tell in the book is that I had a colicky baby and I couldn’t get her to stop crying or fussing. I was completely lost. My eyes were opened to the trying routine of having and caring for a baby. Friends suggested trying the Baby Mozart videos to calm her. They referred to these videos as baby crack. I wasn’t fully considering what I was doing; I was still a bit overwhelmed by being a new parent. I was trying to figure it all out. It wasn’t until later, when I had my second child who was not colicky, that I was able to start seeing how babies respond to different types of stimuli, screen-based or not. I started to ask myself: Which videos do my children understand and which ones do they not understand? Are they able to remember what they see? Do some parts make sense to them because it’s part of their world? I had so many questions about how they respond to media that it led me to search for related research on the subject.
It was in April of 2004 when the American Academy of Pediatrics released a report in its journal by Dimitri Christakis and other researchers that had linked attention deficit problems (not ADHD) to television viewing at early ages. I remember being struck by this article, asking myself, What do we know about the brain and how it’s wired? As a parent, I should really know this information.
A few months after the release of this report, I wrote a piece for The Washington Post which took a deeper look into this issue through the eyes of a parent. Screen media is all around us, and to be told your babys brain is going to be rewired as a result of watching something on-screen is a very scary thing to a lot of parents.
After my article was published I received a lot of response from parents who wanted to know more about the papers findings. I also heard from a publisher who was interested in having me write a longer treatment on the topic. I started contacting more researchers who have been part of studies about children and their ability to learn from watching videos. It was a real eye opener because theres so much information that parents arent being told about media and kids. What they hear tends to be two polar opposite messages: The first message says screen time is really bad for your child and parents should do everything they can to eliminate it. The second message says cognitive stimulation is good for your baby and that these baby videos can help in achieving that stimulation. Parents arent hearing any answers to basic questions like What is good for a 2 year old? Is it possible my child really did learn the word backpack at 16 months from watching Dora the Explorer? While what I saw as a parent led to me think that it is possible that learning can occur through watching screen media, some researchers were saying it’s just not possible to get anything from screen media.
ST: So after writing The Washington Post article, you found a publisher interested in having you write your book.
LG: Yes, a publisher contacted me. I went through the process of writing a proposal and doing all the research. But ultimately they decided not to run with my proposal. It was disappointing. Even though this publisher wasn’t interested in my idea, I was finding so much interesting information I thought someone would find it compelling. My husband encouraged me to continue shopping it around. Some time later I found an agent who was interested in taking on my project and my agent found the right publisher interested in the idea.
ST: How did you prepare for writing your book? Theres a lot of research out there, especially related to television viewing and children. I imagine it was hard to know just where to begin.
LG: I wanted to make sure that I hit all the big journals and looked at what was peer reviewed research. I wanted the information I was reading to be based in the scientific method. I didnt want to focus only on surveys of how children spend their time. The material I was looking for had to be peer-reviewed research on how children are learning and when theyre learning. I also wanted this research to include randomized controls when possible. First I looked at the medical establishment journals like Pediatrics and JAMA. The American Behavioral Scientist (ABS) journal led me to a lot of great information. Also, Dan Anderson of the University of Massachusetts had assembled a lot of interesting research from psychologists looking into how children learn and how they remember things at very young ages. The ABS released a special journal in January 2005 on the topic. I read through the journals looking for articles from the educational research community that dealt with developmental psychology. I also looked for related information in the neuropsychology field and ADHD research, but didnt find much. I went from footnote to footnote to footnote. Then I would call the researchers who wrote the papers.
ST: To check out the researchers methodologies and conclusions?
LG: To get their story. There are so many great research experiments going on out there and so many smart people doing them. The researchers I spoke with have fascinating insights and I would ask them about their “aha” moment. They shared insights into what occurred early on in their experiments and discussed how experiments would change to explore new questions they encountered during their research. By hearing the stories of psychologists I was able to get a good handle on how to write the narrative of how these researchers began to understand these things.
ST: One of the things that really struck me about your book was the volume of interviews you conducted. It seemed with every page I turned there were an additional three or four new interviews. Then I thought each interview must have been a two-hour conversation, not including the prep time needed to read multiple studies before your call. You must have had hundreds, if not more, interviews.
LG: Well certainly hundreds. What made it possible was the openness of a lot of these researchers. They usually dont get calls from folks interested in their research. They were very happy to share what theyve found. Many researchers know one another within their community of developmental psychologists and educational researchers and communicate this research in short hand with one another. It’s not common to have someone call to ask for the laymans point of view of it all. Everyone I spoke with was just so responsive and incredibly helpful.
ST: While I read a lot of research, I’m not a researcher myself. I find it can be challenging sometimes to read some studies and fully understand the nuances.
LG: Me too. I still feel like I need to take a class in statistics. Theres so much more I could learn by reading these journal articles again. Speaking with the researchers over the phone was a great way to come to a deeper understanding of the research. Id say Im looking at this chart in your study, am I interpreting your findings correctly? Does this finding correlate to that finding? It was a great help.
ST: While you were writing your book, what surprised you the most?
LG: There were so many things. The biggest surprise for me was with the studies of background television noise and the fact that were not talking enough about foreground and background noise with television, with computers, with media devices. Were also not talking enough about screen content that is created specifically for children under the age of five, and yet media is all around them.
ST: You mean like with a television being left on all day in the home with the news playing?
LG: Exactly. Many homes have the news on straight through the morning hours. There are 53% of families out there with children under the age of six who report that they have the TV on almost half the time, most of the time, or all of the time. The majority of kids are growing up in houses where the television is on more than half the time. And yet, we keep hearing about studies that say TV is bad. I think it would be fascinating to look at the context of TV time.
So I started finding reports on background noise and children, particularly infants, and the impact background noise can have on learning language. I was blown away by the findings and thought, “How come were not hearing about this?” After reading this body of research, Im surprised that more attention isnt paid to it. I was interested in giving this topic a lot more attention in my book.
ST: Tell me about the three C’s you describe in your book.
LG: The concept of the three C’s didnt come to me right away. I was going through journal article after journal article looking for a way to give an umbrella name to all of this. At first I was looking at studies on time and screen use and thought, “Should I be telling parents that one hour of screen time a day is okay? Or an hour and a half? Or less than an hour for certain ages?” But all of the research wasn’t pointing me to length of time being the most important item. What studies were pointing me to was the content and the context of the media being viewed along with consideration of the uniqueness of the individual child.
I interviewed many families and each would describe how their child would respond to using media. I was hearing how different each child would respond. One child loves it and another child doesn’t. One is captivated by a program and another is not. One gets energized, and another is hyperactive watching TV, while another falls asleep after watching. So it was a happy day when I discovered it’s all about the three C’s Content, context, and the individual child. After I had this concept in my head I started seeing it everywhere. Every research report I came across would point to the three C’s in one way or another.
ST: So while the three C’s werent specifically called out in the research you were reading, it was a reoccurring theme in every report.
LG: Exactly.
ST: Did you come across any research that you wanted to include in your book but didnt?
LG: Theres some research out there about how media can have an impact on childrens sleep patterns. I didnt include much of that in my book. It’s worth looking at because there may be something connected to having a television in the bedroom or watching particular types of content before falling asleep that may make it hard to fall asleep. It’s an area that we should be looking at more.
Theres also a lot more to write about when it comes to the topic of a “social partner.” There are some great questions to address — like how important is it in screen media that toddlers at 24 months have a social partner to introduce them to language? How important is that social partner on screen helping a toddler understand language? Theres a lot of fascinating research on social partners that doesnt have anything to do with media that could be really helpful to parents.
ST: At the time when Mr. Roger’s passed away, I remember there being a lot of conversation about the possible benefits of having a social partner on TV that was a person as opposed to a cartoon character. Since hearing those discussions, I’ve been very aware of number of shows available to children that do not have a person speaking to the child, but see many more animated characters as social partners. When it comes to young children and social partners, what research are you coming across? Can you expand a little more on social partners in childrens media?
LG: I think it’s a great area for more research. Theres a lot of research that came out of Vanderbilt University related to the topic. In those studies, there was always a human being on screen communicating with children as if they were standing next to them, and the children who talked back to those on-screen faces were the same ones who demonstrated that they learned something from what they saw. Along the same vein, I think characters like Dora the Explorer and Elmo are completely captivating to young children in a way thats very surprising. Children display an affinity for those characters and sometimes see them as their peers. So these characters are not real people, but they are friends in a kind of imaginary, fantasy world. Sandra Calvert at Georgetown University is researching how important these relationships can be to kids. I dont think we should discount non-human characters if children really relate to these characters. If characters help with modeling, help solve a problem, assist in good eating choices, whatever the topic, there can be an incredibly powerful connection for the child.
ST: What research are you watching that wasn’t published at the time you were writing your book?
LG: The University of Massachusetts is on top of some wonderful stuff in many ways. Theyre currently underway with eye tracking studies with babies. This research should be really interesting in terms of the great baby video debate. At the University of Washington where Dimitri Christakis and Frederick Zimmerman are working, theyre still doing a lot of correlation work to slice data from pre-existing studies in more fine-grained ways. For example, in a recent issue of Pediatrics, they came out with a report that looks at certain kinds of television content as either educational, noneducational, or violent. Once they sliced media up in this way, they discovered that attention deficit problems actually dropped out of the picture with children who were watching educational TV. But, they did find a continued association between attention deficit problems and violent content. In a related study, they also discovered anti-social behavior exhibited with younger children after viewing violent content. I think it’s very promising that researchers are starting to look at content in this way. I think looking at content brings up much harder questions, as do issues of context, like how television is being used in the home, how is a computer being used, who is there with the child, what are those people saying, how is time valued, are kids modeling how parents use media. These questions are all missing from research.
ST: Your book provides a great overview of some important studies parents should be aware of. Were you finding any holes in the research world which need to be filled?
LG: There are holes, particularly with scary media. I have a chapter titled “Whats too scary for my child?” and that was a much harder chapter to write. It was hard to find any solid answers in this area. Parents would ask me really detailed questions related to nightmares their children would have. They would want to know, was it something they watched on TV yesterday? Was it a movie we watched? What is the research saying? What upsets young children and are there any long-term effects from these upsetting experiences?
ST: What did you discover in terms of research related to interactive technologies?
LG: There’s a huge difference between interactive technologies for babies versus that for preschoolers. Only recently have we started to see interactive screen-based technologies that are targeting babies. Theres very little research using the scientific method that looks at the messages babies are receiving from interactive media. It’s also unclear just how many families are using interactive products with babies or with toddlers. In many cases, there are too many hurdles to get over with just setting up the interactive media products themselves. Do parents have the time to deal with this?
Then theres a huge question of fine motor control and the ability to manipulate things happening on the screen with a remote control or a joystick or a mouse. There is research out that has led me to believe that joysticks are incredibly difficult for children under the age of six. Theres also the question of when children are even ready to start using a mouse. How can digital information be presented to young children on-screen who are non-readers in a way that would allow them to feel that they are in control? I think it’s important if children are going to use interactive technologies that its done in an empowering way for them. I’ve seen a range of different experiences with my own children and those of the families I’ve interviewed, but again, all of this is based on observations and very little of it is based on scientific research.
The research I’ve found is pretty sparse. Most of what I’ve found is looking at the question of control over their experience and how frustrated theyre being directed by a family member watching over their shoulder and how frustrated they can get when they have to wait for something onscreen. Warren Buckleitner has done some research in this area.
Theres also the question of story — the difference between stories that are played in a linear format on video as opposed to those that can be manipulated in an interactive format. Theres a study out of Georgetown that looks at different types of Dora the Explorer content, comparing both linear and interactive media, and found that the interactive experience can lead children to recall just as much as, but no more than, the linear experience.
These are all important issues for designers of interactive media to keep in mind and understand as they create new content for young children. All of that said, theres still a lot of opportunity with interactive content for preschoolers, with the right features in place to give them an experience where they are in control and can create something unique that they can share with others. Something like Scratch or Kerpoof. Creating a feeling of mastery for the child, that they can see their own progress. To achieve this it’s all about interface.
ST: Whats your next project?
LG: Theres a couple of avenues I’d like to take. Im interested in a similar approach to reviewing research and talking to researchers while also watching families to see how it relates to children at home. I’m interested in exploring how children learn to read and the science of reading. Partly because I’m following my own kids but also because I’m really interested in the learning that takes place. My oldest child is learning to read and it’s fascinating to see when it clicks for her and when it doesn’t, when it’s easy and when it’s frustrating. I’m interested in seeing how the science of reading is being applied to real world household settings.
ST: As it relates to media?
LG: As it relates to media. How can media be harnessed to help children who are learning how to read.
Im also interested in the creativity question How can we help children be more open in their thinking and not feel boxed in. These are two areas that I’m going to focus on in the next year and see if anything comes out of them.
ST: I’m excited to hear that. Your book is a great road map to important issues with screened media for parents and caregivers. Youve made the content really accessible to them without having to be a clinical psychologist.
LG: I certainly was aware the whole time while writing this book that I don’t have a masters or doctorate in child developmental but theres nothing out there for parents. I really resisted ending each chapter with a “to do” list or a bullet point list of items that were important to remember. I thought that if I could just tell these stories parents could figure it out based on their own experiences with their kids at home. Let’s hope that the narrative comes out.
ST: It does indeed. Lisa, thank you for writing this great book. It’s an important piece of work on many different levels. I wish you continued success with all your future projects.
Video links:
To see video of Lisa Guernsey presenting at a special event sponsored by the American Center for Children and Media click below for video segment 1 of 2:
Irwin Toy creates the ME2, a handheld product that collects “motion points” in the real world and converts those points into online currency.
Every year when I attend the New York Toy Fair I may see a few thousand toys in the course of four days. I was recently speaking with another toy reviewer who said, “Did you ever notice that even though you see thousands of new toys, you will only remember maybe five of the best products?” This observation has served me well. What stands out in a Toy Fair attendee’s memory after seeing so many products will usually go on to be the breakthrough later in the year. I believe the ME2 by Irwin Toy will be one of those breakthrough products, not just in the toy space, but also in the virtual worlds and social networking space as well.
Let me start with some background information. The ME2 is a handheld device that has a small 8-bit color screen that measures about 2 by 1.5 inches. Each ME2 comes with one onboard game. The ME2 can also be docked to your computer via a USB port. When the ME2 is connected to your computer, access to an online 3D virtual world is granted. The website which is being developed will be www.me2universe.com, but currently this part of the product offering is not available to the public. (More information about the ME2 will become available at this link within the next few weeks.) Additional games can be loaded onto the ME2 after connecting to and exploring the online ME2 world.
Once you create and customize your own avatar, you can begin to explore this fully immersive 3D world. Within this world there are many different “islands” to explore, but you can’t visit another island until you successfully complete challenges that are on each island. To complete a challenge, you may need to purchase “in world” items to help solve puzzles. And here’s the amazing part of this entire product offering; To purchase items in this virtual word, you don’t use a credit card or real dollars. Your own activity level in the physical world earns points and therefore purchasing power online.
While the ME2 is a handheld gaming device, it also acts as a pedometer, a tool used to measure the distance or energy people exerted when they go for a walk or a jog. When the ME2 is attached to a child’s belt or is in his pocket, the device collects “action points”. When the ME2 is later connected to a computer, these points are then uploaded to an online account, and then become the currency used to purchase items in the online world. Do you need to buy a boat to cross a virtual river in the online world to solve a challenge but don’t have enough points to buy it? Well, go outside and walk around the block to gain more points. Do you need to purchase a virtual flashlight to see inside a cave but don’t have the currency? Take a ride on your bike across town in the real world, collect points on your ME2, and you’ll have enough credits online to purchase that item! The ME2 is a brilliant solution for online engagement as well as promoting physical activity in the offline world.
In addition to the release of the product, there will be a social networking component. Members will be able to communicate with other avatars in an open chat manner. Communication will be filtered as well as monitored in real time by people looking to ensure that text exchanges between members are appropriate and safe.
The target audience of this product is primarily 8 – 12 year olds, but looks like it could extend nicely out to 6 – 14. The ME2 should be available for purchase in August 2008 and is anticipated to cost between $34.99 and $39.99. This is a one-time purchase and there is no monthly subscription fee to gain access to the online world. This online access model makes it easy to give the ME2 as a gift when compared to sites that require a monthly subscription fee. I also noticed that this product may have a very strong boy appeal, which is something not commonly found in online destinations for children in the 8 – 12 age range.
The ME2 stands above the many other virtual world and social networking “me too” offerings available to kids. Irwin Toy has carefully picked the right combination of online and offline components to make this the innovative product to watch in the months ahead. What a great job for all involved at Irwin Toy. Thank you for sharing your announcement with me!
To see a videotaped demo of ME2 from Toy Fair, click the window below.
This year at the 2008 NY Toy Fair the buzz is strong with all things digital. Toys that connect to the web, toys that have a virtual worlds component, and robotic toys in many flavors. But none sum up the overall digital spirit of this year’s Toy Fair better than the latest Elmo doll announcement called Elmo Live. You have to see this product to believe it. Now I know what you’re thinking… “Tickle me Elmo was neat at first, and yes, the Elmo TMX (Tickle Me Extreme) doll released last year was also surprising, but I’m hard pressed to think how Fisher-Price could wow me with any future Elmo robotic doll.” Believe it or not, this new Elmo doll is pushing robotics in a way that will amaze you still!
Elmo can stand, wave its arms, move it’s mouth while talking, tell jokes and stories, and I imagine by the time the product ships on October 14th, will include a few additional surprises. To see video of the Elmo Live animatronic product, click below.
As I was preparing my presentation for the Dust or Magic conference mentioned in my previous post, I couldn’t help but notice how much new activity there is in the kids’ social networking world. As the researcher Peter Grunwald shared with me last month, social networking as a concept has always been available on the Internet. Even so, it seems to have some newer meaning in the context of an activity kids express interest in. Last year at this time, I was only familiar with maybe four sites for kids. Fast forward a year, and I am amazed at how many more companies are playing in this space, some of which have been around for years but are only now gaining visibility. Not all of these sites are of equal quality and, right or wrong in their approach, each has a different set of assumptions about how to engage children. Below is a list of the social networking websites I am aware of today. It is not a complete list. My definition of social networking sites is a little broad, but there’s no denying the growth in this space.
By graphing these sites by the year in which they launched, one begins to see the growth trend of social networking websites for kids.
Since March of this year, my company, 360KID, has received a number of requests to build new social networking websites. More calls started coming in after the Club Penguin acquisition by Disney. Some people who call are driven by one thing- to create a Club Penguin-like website that’s better than Club Penguin. While Club Penguin has many great things going on within its service, there are certainly other avenues within the social networking world to explore. After comparing different sites currently available for kids, I see many unique opportunities to take advantage of, especially ones that touch on different areas of learning. Below is a matrix showing different content segments and age groups that are covered (or not) within the social networking world.
The blue shading indicates age groups that are less motivated by social features but are interested in community-based activities. Companies listed in italics offer activities that are much more community than socially driven.
While reviewing all of these sites and speaking with many different people interested in building social networking sites for kids, I have put together a short list of do’s and don’ts that put the interests of the child first and will ultimately create more successes with your intended audience:
Don’t design by committee – Keep the integrity and the strength of your design strong by defining with small teams. Have anywhere from one to three strong visionaries of equal voice define the broad strokes of your product.
Be open ended in your design – If you can avoid it, don’t force children to play in a specific way. Think how you can allow for multiple ways for children to interact and play within your environment.
Think emotional connection – Offer activities or avatar characteristics that will create a sense of empathy with your user.
Design for a very specific audience – Pick a specific age range, like 3 to 5 or 7 to 9. Then learn as much as you can about that audience, like its developmental strengths, play patterns, interests. Don’t design a product with the intent of appealing to a large age range, like 3 to 300. Designing for a broad audience tends to have the outcome of appealing to no single group.
Competing against a community vs. competing against yourself – I’m asked a lot about my thoughts related to leader boards, which are areas of gaming sites in which the top score places high on a list of other members of a community. While I understand the motivation of leader boards for certain audience segments as a motivator, a game mechanic like a leader board, can also turn away other audience types. There are some instances where leader boards can be used effectively, like in classroom vs. classroom competitions, but generally, I am opposed to using such features, especially when a desired outcome is informal learning.
Text – I am continually surprised as to how often a web product designed for very young children doesn’t take into consideration that their audience may consist of prereaders or emerging readers. Be thoughtful with your use of text and instructions. Consider visual, iconic, or audio instructions as opposed to text with younger audience members.
Is this race to develop social networking sites for kids a boom or a bubble? If you asked me a couple of months ago, I would have said a bust is on the horizon in this space. But the more I think about it, the more I’m seeing a new play pattern emerging which kids will really enjoy when developed correctly. That doesn’t mean that everyone will succeed. There will be many failures and few successes, but I believe the future successes will keep this sector of interactive products for children growing strong for many years to come.
These are a few thoughts I shared in my recent presentation at the Dust or Magic conference. To see the full presentation I delivered, you can view a video of my presentation below.
At a recent conference I attended, I was asked if I could put together a number of images related to technology toys from the past few decades. I’m a collector and if the toy has an “on” switch, batteries, and a microchip chances are it’s in my collection. I thought it might be interesting to put together images of these toys found in the patent filings with the US Patent office. The video below plays a montage of these patent images.
If you’re interested in the collection of these images to use as a screen saver, click here to download a zipped file of the images.
Below is a list of the toy patents I refer to in this video. It’s not a complete list by any means of all the great technology toys out there but a list of some noteworthy technology toys. If you have a favorite, please send me an email for a future update.
The long awaited debut of Yo Gabba Gabba on Nick Jr., the new preschool television show with a wonderfully fresh approach to learning, has finally arrived! An early pilot for the show first appeared online in mid-2006, made a viral splash, and caught the attention of a number of executives in the broadcast world. Nick Jr. made it official at the start of 2007 with an announcement that the show would start airing late this summer. A number of preview clips have been available on YouTube and OnDemand cable services. As of this week the show can be seen about mid-morning each weekday throughout the country!
Yo Gabba Gabba is like a Saturday Night Live variety show for preschoolers. Each episode is punctuated with interesting musical guest stars, clever animation “mini-shows” and fun and quirky shorts of retro video games and dancing kid clips. Dance and movement are the underlying theme to almost every aspect of the show. Many performers slated to appear on the show include: Mark Mothersbaugh of Devo fame and critically acclaimed music aeficianado of film and television, The Aquabats, The Aggrolites, Biz Markie, The Shins, Sugarland, The Salteens, Smoosh, Mya, Sean Kingston, Nikki Flores, Rahzel, Cornelius and Shiny Toy Guns. The show also promises other surprise appearances from guests like Tony Hawk, actor Hector Jimenez, Elijah Wood, Laila Ali, and others.
The first season of Yo Gabba Gabba will include 20 episodes. Much like any new show, it takes some time to hit your stride and find that natural beat. The first few shows are good; some parts are stronger than others in their appeal, but an improvement in show quality can be seen from episode to episode. The second show, themed “Summer”, is very entertaining. The performance by the band The Aquabats with their song “Pool Party” has made me an instant fan of the group. A segment called “Cool Tricks” where kids (and sometimes adults) show off a unique skill they have learned, and a re-occuring animation segment called “Super Martian Robot Girl” are also very entertaining. I thought this show was good, and then I saw the fourth episode called “Dance”. It was just plain rockin’ with great rap music, a “red-light, green-light” approach to dancing for youngsters, and striking video effects that made me feel like going out to a the dance club! I’ve seen a wonderful progression in the quality of music over this short span of shows and am eagerly awaiting more of the same with shows yet to air.
Whether intentional or not, you can see many other influences on the show. The main sets and some of the characters found in Yo Gabba Gabba have a Kure Kure Takora flavor, a popular Japanese program that aired in the early 70’s. While the Kure Kure Takora show was originally aired as a children’s show, it’s storylines and themes might not have been the best content for younger audiences. It does, however, have a significant adult following. The characters themselves share a creative quality from artists like Tim Biskup and Paul Frank. The main human character, DJ Lance Rock, appears to share a similar fashion sense from Lady Miss Kier of the band Deee Lite. (Maybe an excellent future guest for the show!)
So, as a Gen-X’er, I’m hooked. I’ve been waiting for this show ever since Pee-Wee’s Playhouse stopped producing new shows. But will young children like it? You bet! Strong rythmic music and encouraging movement is an excellent way to grab the youngest of viewers. The visuals are fun and appealing. There are many parts of the show young children can relate to directly and others that will create an aspirational desire to try something new. It encourages children to feel good about moving and not to worry about “doing it the wrong way.” Make sure your living room floor is clear, because these future young hipsters will get up off the couch and start moving and grooving soon after the show begins. You just might find yourself dancing around to the show as well.
In my mind, children’s television shows can be grouped into two camps. There are shows that children and adults can watch, love, and learn from together. Then there are shows that children will watch and adults can’t stand. Yo Gabba Gabba is one for young and old alike with plenty to please both groups. The show is very entertaining in a fresh whimsical style wrapped in cool pop culture, animation, music and dance. Get ready to hear lots more from this clever, unique, and inspiring show!
On August 7, 2007, Georgia Tech professor and video game designer, researcher, and critic, Dr. Ian Bogost appeared on The Colbert Report to discuss how video games can be used to influence and change social and political thinking. Bogost has a new book out called Persuasive Games: The Expressive Power of Video Games published by MIT Press. You can also visit Bogost’s popular website called Water Cooler Games where he discusses, reviews, and analyzes video games that have an agenda. Click video link below to see Bogost on The Colbert Report.
Earlier in the year, I posted an article about a neat electronic toy called the Eyeclops that’s bound to be a big seller later this year. This $50 dollar handheld plug-and-play device was created by toy company Jakks Pacific and will start appearing in stores any day now. Once plugged in, this toy turns your television set into a powerful 200x microscope. Warren Buckleitner, editor of Children’s Technology Review magazine, recently posted a video of this toy product in action (the video is included below.) While this toy is not specifically positioned as a learning product I can see it finding its way into many a classroom. Watch this toy turn your child into a junior scientist with simple everyday objects found in the home. Recommended for children (and interested adults) ages 6 and older.
Also, take a look at this video of the EyeClops in action. Item’s being explored close up include:
Table salt, kosher salt, sugar, organic sugar, soap bubbles, lint from a clothes dryer, blue jeans, fish food, mosquito, head lice egg shell, man’s facial hair, sand paper, US Penny, and a feather
June has been a busy month with conferences and events. There are many newsworthy items to report. Among them is my recent visit to the One Laptop Per Child (OLPC) Game Jam event held recently outside of Boston. This gathering of developers, programmers, and a few artists and teachers, was for the benefit of creating learning games to be used on the latest XO laptop (what the OLPC device is often called.) While I could only attend the opening night of this weekend long event, I finally had my chance to test out this new machine. Many details about the XO can be learned from the OLPC website and from an independent OLPC news source called OLPC News. Here are my first impressions of the B3 (Beta 3 XO laptop) device:
The laptop is much lighter in weight and smaller in size than I expected. Opening up the folded laptop was initially hard to do. The little green network “ears” on the machine need to be rotated out of their holding position in order to unlock and open up the laptop. Once you have the monitor up and the laptop open, you also notice that the monitor pivots on the vertical axis so that the monitor can be flipped around and folded back into the computer, just like a tablet PC laptop.
As I had heard from many others and saw for myself, the monitor is really impressive. It’s screen is very crisp and easy to read.
Next, a closer look at the keyboard: Yes, the QWERTY keyboard was a little small, but ergonomically a great fit for young hands. These smart laptop designers have done what no other computer manufacturer has been able to do to date. They have removed the caps lock key. (Finally!) There are also a number of navigation buttons in the top row of keys. These keys allow the user to quickly move around the operating system.
I wanted to see if it was true that an SD slot could be found on the device. (You know, one of those slots where you insert a tiny card into a digital camera, for example, in order to save your digital photos.) Well, indeed, a slot can be found just under the bottom right of the monitor. This SD slot can be used for creating backups of important files, but I’ve also learned that someday a version of Windows could be used through this slot. In an interview with an Argentina news group posted on YouTube , Nicholas Negroponte states this slot was included mostly for the benefit of Microsoft (look at section 4:20 – 4:47).
What surprised me the most about the user interface was the gaming controls at the bottom left and right of the monitor, just below the built-in speakers. Yes! Gaming controls! (Why hadn’t I seen them earlier in the press photos?): A “D-pad” on the left side of the monitor and shape buttons (triangle, circle, square and “X”) just like those found on a Sony Playstation controller on the right. (See image below.) The development language for the laptop is an open source subset of Python called Pygame. The way in which one accesse these game controls were not specifically called out during the Game Jam event, but for an overview of how to develop games in Pygame for OLPC, see this video.)
Overall, the laptop left me very impressed. There are a number of small rough edges to smooth out, but it’s amazing to see just how far this OLPC machine has come.
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Every year when I attend the New York Toy Fair I may see a few thousand toys in the course of four days. I was recently speaking with another toy reviewer who said, “Did you ever notice that even though you see thousands of new toys, you will only remember maybe five of the best products?” This observation has served me well. What stands out in a Toy Fair attendee’s memory after seeing so many products will usually go on to be the breakthrough later in the year. I believe the ME2 by 
The long awaited debut of 
The first season of Yo Gabba Gabba will include 20 episodes. Much like any new show, it takes some time to hit your stride and find that natural beat. The first few shows are good; some parts are stronger than others in their appeal, but an improvement in show quality can be seen from episode to episode. The second show, themed “Summer”, is very entertaining. The performance by the band The Aquabats with their song “Pool Party” has made me an instant fan of the group. A segment called “Cool Tricks” where kids (and sometimes adults) show off a unique skill they have learned, and a re-occuring animation segment called “Super Martian Robot Girl” are also very entertaining. I thought this show was good, and then I saw the fourth episode called “Dance”. It was just plain rockin’ with great rap music, a “red-light, green-light” approach to dancing for youngsters, and striking video effects that made me feel like going out to a the dance club! I’ve seen a wonderful progression in the quality of music over this short span of shows and am eagerly awaiting more of the same with shows yet to air.
Whether intentional or not, you can see many other influences on the show. The main sets and some of the characters found in Yo Gabba Gabba have a 