The toolkit comprises of dome-shaped (D) tangible modules with various attachments that allow suspension on the body of multiple children and/or in the environment to support a variety of sensing/input (I), actuation/output (O) functionalities. We present the design and implementation of DIO, a novel digital-physical construction toolkit to enable constructionist learning for children from age group 8-12 years. To the authors’ knowledge, this is the first systematic review specific to TUIs’ studies in early years’ education and is an asset to the scientific community.

This review also identifies gaps in the current work, thus providing suggestions for future research in TUIs application in educational context expected to be beneficial for researchers, curriculum designers and practitioners in early years’ education. The results indicate that (i) the form of tangible object is closely related to the application domain, (ii) the manipulatives are the most dominant form of tangible object, (iii) the majority of studies addressed all three stages of TUI development (design, implementation and evaluation) and declared a small sample of young children as a major shortcoming, and (iv) additional empirical research is required to collect evidence that TUIs are truly beneficial for children’s acquisition of knowledge. The review was based on a set of clear research questions addressing application domains, forms of tangible objects, TUI design and assessment. This paper presents a systematic review of the literature on Tangible User Interfaces (TUIs) and interactions in young children’s education by identifying 155 studies published between 20.

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