2026 ASEE Annual Conference & Exposition

Toys as Learning Technologies: A Systematic Literature Review of Their Role in Elementary Engineering Education (Fundamental)

This study presents a systematic literature review that examines how toys have been utilized as learning technologies in elementary engineering education over the past 25 years. As K-12 educators seek engaging methods to introduce STEM concepts and skills, toys have long been used as educational tools for children. Despite widespread use of toys in STEM, few studies have systematically synthesized how these toys foster engineering knowledge in early learners. This study examines how elementary students learn, maintain interest, and develop engineering-related knowledge, skills, and attitudes through the use of toys.

This review answers five key guiding questions: (1) What types of toys have been studied in elementary engineering education? (2) Which engineering disciplines do these studies target? (3) What outcomes are expected when the toys are used? (4) What research methods have been employed? (5) What findings or outcomes have been reported?

Using the PRISMA method, a comprehensive search strategy was conducted across academic databases, including ERIC, Professional Development, and Education Source. Studies are currently being reviewed and selected based on specific requirements such as age group, topic, time frame, and scholarly nature of the documents. Included studies focused on student learning, engagement, and skill development.
After the selection, we follow a qualitative approach to data analysis, utilizing the Generative AI-enabled Theme Organization and Structuring (GATOS) workflow. We anticipate that the results of this study will help clarify the current state of toy-based learning in engineering education, showing that integrating toys as intentionally designed experiential learning tools can support the development of engineering knowledge. By encouraging learning about engineering, toys can create an environment where learners can explore new knowledge through tangible and playful experiences.

This review examines existing studies on toy-based learning to identify strategies that actively engage middle-school learners and foster their engineering knowledge. By identifying these approaches, we aim to inform the development of inclusive, hands-on pre-college engineering pedagogies that inspire meaningful learning experiences.

Authors

Ayomide Oladele South Dakota School of Mines and Technology [biography]

Ayomide Oladele is a graduate student pursuing a Master of Science in Mechanical Engineering at the South Dakota School of Mines & Technology. His studies center on the field of early childhood engineering education, specifically on how to best expose young students to the fundamentals of engineering in a way that is captivating, hands-on, and welcoming.
Dr. Cristián Vargas-Ordóñez http://orcid.org/0000-0001-7979-3901 South Dakota School of Mines and Technology [biography]

Dr. Cristián Vargas-Ordóñez is an Assistant Professor in the Leslie A. Rose. Department of Mechanical Engineering at South Dakota Mines, where he directs the Laboratory for Trans/disciplinary/formative Engineering Education (TREE Lab). His research explores human-centered, compassionate approaches to engineering education, integrating the arts and ethics into design-based learning. Dr. Vargas-Ordóñez leads studies on Human-Centered Engineering and the role of interdisciplinary and creative practices in shaping engineers’ professional and citizen formation.
Ashley Nicole Whitehead Wilson Elementary [biography]

Ashley Whitehead is a primary educator in Rapid City with 19 years of experience teaching grades K–2. She holds a Master’s degree in Education for Sustainability and is committed to nurturing environmentally conscious, creative thinkers. She leads school art shows and has co-led student Green Teams, helping students connect learning to real-world impact. A parent of two, Ashley believes that imagination is essential to learning and that growth often comes from being willing to sit in discomfort when things don’t go as planned.
Manuel José Alejandro Baquero Sierra Purdue Polytechnic Institute, Purdue University – West Lafayette [biography]

Alejandro Baquero-Sierra is a 2nd year Ph.D. student in Literacy and Language at Purdue. He got a bachelor's degree in Psychology and a Master's degree in Public Administration.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

For those interested in:

Broadening Participation in Engineering and Engineering Technology
engineering
engineering technology
Pre-College