Discourses of Digital Game Based Learning as a Teaching Method: Design Features and Pedagogical Opportunities Associated with Teachers’ Evaluation of Educational Game Apps.

The study investigates how teachers and kindergarten teachers construct ideas about digital game-based learning as a teaching method and as a basis for developing teaching activities. The research questions are: 1) In what ways do teachers concretise their understanding of digital game-based learning in their discussions about educational games for children? 2) How are different discourses on the learning process and/or didactic potential associated with digital games constructed in teachers’ discussions when assessing gaming apps?

The analysis showed that teachers were influenced by preconceived notions about games, and compared the learning qualities of the games with traditional teaching. They tried to place the games within an educational framework, but encountered challenges when the games did not fit with traditional methods. Some of them pointed out that the game designers' limited competence in learning affected the games’ relevance to teaching.

A total of twelve Swedish and Danish teachers and kindergarten teachers (nine women and three men) participated in creative workshops to explore and assess various gaming apps. Through two case studies, they assessed the games’ potential for learning in mathematics, language and science. The teachers were divided into groups to discuss and evaluate the games. From these sessions, 400 minutes of video material was obtained.

Sjöberg, J. & Brooks, E. (2021). "Discourses of Digital Game Based Learning as a Teaching Method: Design Features and Pedagogical Opportunities Associated with Teachers’ Evaluation of Educational Game Apps". I Design, Learning, and Innovation: 5th EAI International Conference, DLI 2020, Virtual Event, December 10-11, 2020, Proceedings 5 (s. 120-139). Springer International Publishing.