Chapter 5 Combine and Recombine T wenty five years ago, we told the story of August Roos (Johan's son) jumping up each morning, energized by a night's sleep, running out to his LEGO "workshop" and building new mod- els or taking apart an existing one. Often, he did this while passionately explaining to his parents how he dreamt about another way to make the race car go even faster, or how another kind of building would make more sense to him. The workshop corner was scattered with LEGO pieces, partly deconstructed old models, half-made new models, and what he felt are really good models that "deserve to be kept" (at least for a few days). August then had no hesitation in taking apart an ex- isting LEGO-designed model and adding his own bricks that did not come with that particular set. While August and our physical world have changed, LEGO endures. In today's digital world, kids’ relationships with LEGO have evolved. Now there are immersive building apps and coding platforms that allow them to create in both physical and virtual environments simultaneously. The boundaries between digital and physical creation have blurred, with designs moving fluidly between screens and tabletops. Kids’ adventures in virtual building environments often get interrupted by a need for a more tactile experience, prompting them to rush to their physical LEGO collection to bring digital inspirations into tangible form.
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