Playfully Scientific: Teachers’ Perspectives on Toy-Based Pedagogy Supported by AI for Middle-Stage Science and Mathematics Learning

Abstract

This chapter extends teachers’ perspectives on toy-based pedagogy as an innovative approach to improve learning outcomes in middle-stage science and mathematics, while repositioning toy-based pedagogy within the artificial intelligence era of education. Though toy-based pedagogy resonates well with experiential, play-based learning highlighted in NEP 2020, this revision further underscores how AI-enabled tools like intelligent tutoring systems, adaptive learning environments, and data-driven analytics can support, personalize, and scale up toy-based instruction. Drawing from reported teacher experiences, the chapter argues that AI can help select toys that are age- and concept-appropriate; generate adaptive prompts during play; capture observational and assessment data; and provide actionable insights for differentiated instruction. Findings suggest integrating AI with toy-based pedagogy strengthens conceptual understanding in science and mathematics toward addressing alternative conceptions more effectively while making toy-based learning responsive to diverse learner needs in an AI era. The paper analyses standpoint of 25 teachers from different schools on opportunities, innovations, merit and challenges of merging toy-based pedagogy assisted by AI in classroom learning. Qualitative data analysis using thematic analysis method is used in the paper. Teachers are incorporating toys into their teaching methods to improve cognitive, social, and emotional development in student. The chapter concludes with implications for teacher education, curriculum design, and policy by calling for deliberate integration of AI-assisted pedagogical tools alongside toy-based approaches in middle-stage science education. It was found that proper training, workshops, concept aligned framework for designing toys and teacher awareness are necessary. Teachers can incorporate toys in their class to improve students’ attention, make classroom more engaging by providing joyful experiences.