Phygital Game-Based Learning in Early Childhood Education: An Exploratory Review

Abstract

This paper examines the role of phygital game-based learning (PGBL) in early childhood education, with a specific focus on its potential to foster critical thinking and problem-solving skills in children aged 3 to 8 years. PGBL refers to hybrid educational tools that combine physical manipulatives with interactive digital interfaces, offering multisensory and responsive learning experiences that aim to enhance cognitive engagement and symbolic reasoning. Through a literaturebased qualitative review, the study analyzes five representative tools-Osmo Tangram, KIBO Robot, LEGO DUPLO Stories, Marbotic Smart Letters, and PlayShifu Orboot Earth-selected for their pedagogical relevance, documented educational use, and theoretical grounding. Drawing from constructivist and socio-cultural learning theories, particularly those of Piaget, Papert, and Vygotsky, the paper explores how these tools embody principles such as hands-on learning, scaffolding, iterative exploration, and meaningful play. Each tool is evaluated in terms of its support for higher-order cognitive functions, including sequencing, spatial reasoning, emergent literacy, and collaborative learning. The findings reveal that while PGBL tools show promise in promoting engagement and foundational executive functions, their effectiveness depends on factors such as design flexibility, ease of integration into pedagogical practice, and inclusivity. Implementation challenges such as limited open-ended play, cognitive overload, unequal access to digital infrastructure, and the need for educator training are critically examined using Universal Design for Learning (UDL) and Technological Pedagogical Content Knowledge (TPACK) frameworks. Rather than presenting definitive causal claims, this review provides a structured synthesis of current academic literature, highlighting both the affordances and limitations of phygital tools in early education. The analysis also underscores the importance of aligning PGBL tools with developmentally appropriate practices and culturally responsive pedagogy. By offering insights across tool design, implementation, and impact, the paper aims to inform educators, researchers, and policymakers seeking to enhance early learning environments through evidence-based, interactive technologies.