Developing Play-Based Learning Experiences with Integrated Technology: Research-Informed Approaches for Face-to-Face and Blended Early Childhood Classrooms

This study offers an integrative review of the literature focused on how digital technologies are purposefully integrated to enhance play-based learning experiences for children aged 3 to 8 in both traditional and blended early childhood classroom settings (Marsh et al., 2016). This study draws upon both the Technological Pedagogical Content Knowledge (TPACK) model (Mishra and Koehler, 2006) and the Digital Play Framework (DPF) (Bird and Edwards, 2015) to analyze peer-reviewed theoretical and empirical literature, aiming to explore three primary research questions: (1) What technology integration strategies for play-based early childhood classrooms are supported in the research literature? (2) What learning theories align with those strategies? (3) What evidence-based recommendations can be synthesized into practical strategies for educators and instructional designers? Findings are organized thematically to reveal key strategies including child-centered digital play, adaptive learning technologies, multimedia content delivery, immersive environments, and scaffolded support systems. The research aligns these strategies with major learning theories such as constructivist, cognitive developmental, social constructivist, psychosocial, and play-based learning theories. Six evidence-based recommendation categories emerge from the analysis: strategic integration approaches, child-centered pedagogies, intentional instructional design, professional development, developmentally appropriate practices, and assessment frameworks that maintain the centrality of play while leveraging technology to enhance rather than replace hands-on, relational, and exploratory learning. The study highlights both the promise and challenges of technology use in ECE, emphasizing the critical importance of pedagogical intentionality, broad access to digital tools, and comprehensive professional development. The conclusions demonstrate that effective technology integration requires intentional pedagogical planning, deep understanding of developmental theory, and careful attention to maintaining play-based learning principles. This dissertation contributes a practical, theory-informed roadmap offering actionable guidance for educators, instructional designers, researchers, and policymakers aiming to enhance early learning through thoughtful, play-driven digital integration.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Education, Vocational-Technical

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2025

Author dc:creator

• Wang, Xuqing

Chair dc:contributor.committeechair

• Johnson, Alicia Leinaala

Committee members dc:contributor.committeemember

• Cennamo, Katherine S.
• Lockee, Barbara B.
• Potter, Kenneth R.

• young children's education
• learning through play
• preschool and early learning settings
• incorporating digital tools into instruction
• TPACK
• Digital Play Framework
• developmentally appropriate practice

Statement dc:rights

• Creative Commons Attribution-NonCommercial 4.0 International

Licence dc:rights.uri

• http://creativecommons.org/licenses/by-nc/4.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:44641

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/137784