This paper presents an analytical case study using the "Computational Making" framework to critique three LEGO sets. These sets were marketed towards girls and focus on making. Our contribution is showing computational making can be used to investigate domains outside e-textiles. Further, we show these LEGO sets have the potential to teach computational making skills despite their feminine gender identity construction. 1

We reviewed how physical-digital play engaged children in developmentally relevant behaviour• 31 relevant articles were identified; 17 higher-quality articles were included for synthesis • Physical-digital play promoted behaviours relevant for self-monitoring, collaboration, decisionmaking, problem-solving and physical activity• The review identified specific ways in which these skills were promoted by play interactivity• A theoretical framework (the goal-oriented tool-mediated action framework) is developed to explain the behavioural affordances found

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