A theoretical framework for understanding children's learning at play in a hybrid reality

The aim of this article is to propose a theoretical framework for understanding children’s learning at play in a hybrid reality. Metasynthesis is applied as a method for examining children’s meaning making activities when playing in a hybrid reality. The data consists of 41 peer-reviewed articles. Through qualitative content analysis previous theoretical frameworks and theories are validated or extended and finally outlined as a theoretical framework. Five essential concepts for interpreting and understanding children’s learning at play in a hybrid reality are identified and proposed: performing self, exploration, contribution, connection and multimodal participatory literacies. The framework is not fully applicable on digital play activities focusing on ‘skill and drill’; rather, the framework should be applied on digital play activities where the outcome is not clear. In these kind of play activities, children can explore and make use of their imagination when creating multimodal representations together with their playmates