Matching and mismatching between the pedagogical design principles of a maths game and the actual practices of play

Paulina Lindström, Agneta Gulz, Magnus Haake, Björn Sjödén

Research output: Contribution to journalArticlepeer-review

Abstract

The article reports and discusses a long-term qualitative study of forty 8-10 year old students who regularly played a math game during math lessons for 9 weeks. The goal was to explore the relations between (i) some of the pedagogical principles that underlie the game and (ii) the playing practice in terms of what actually takes place when students play the math game during regular math lessons. The article discusses indications of matches and mismatches between pedagogical principles and playing practice as they appear in analyses of observations and video recordings.
The result highlights the difficulty of predicting areas in which possible mismatches appear between the intentions of the pedagogues and designers of educational technology, and the actual use of the technology by the students. This also applies to educational materials that have already been pilot tested and used on a smaller scale. We emphasize the need to observe actual use for extensive periods of time, i.e. to go beyond short-time user testing.
Original languageEnglish
Pages (from-to)90-102
JournalJournal of Computer Assisted Learning
Volume27
Issue number1
DOIs
Publication statusPublished - 2011

Subject classification (UKÄ)

  • Learning

Free keywords

  • design
  • educational game
  • pedagogical principle
  • game playing in practice
  • math understanding
  • SoTL

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