3. Objectives
• Expose children to different cultures and
regions of the world
• Create a plethora of activities and games that
enable children to “travel” without having to
leave the house
• Use media to showcase a wide range of places
4. Learning Frameworks
• Situated Learning:
– The activities will encourage learning within various
contexts and cultures (Naismeth et al., 2004).
• Collaborative Learning:
– Interactive element-“travel companion”
– By introducing an interactive activity, the characters in
the program can converse with the child and help
their language skills. These social interactions will
further strengthen the learning process.
5. Goals
• To inspire children to be curious, global
thinkers.
• To motivate children to study abroad later in
life.
7. Threats/Pitfalls
• If children think that this app could replace the need
for real-life travel.
• Another possible threat is that psychologists still do not
fully understand how interactive toys influence child
development. Dr. Kaveri Subrahmanyam hypothesizes
that the emotional bonds children share with
programmed characters may “interfere with the
normative development of empathy because they
could take away from time spent with real people
during a time when children are learning the range of
emotions (Andrews, 2014).”
8. Citations
• Andrews, Travis. "Are Interactive Toys
Interfering With Child Development?"
Mashable. N.p., 25 Feb. 2014. Web.
<http://mashable.com/2014/02/25/interactiv
e-toys-development/>.
• Naismith, L., Lonsdale, P., Vavoula, G., &
Sharples, M. (2004). Literature review in
mobile technologies and learning. United
Kingdom:
