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ERIC Number: EJ927733
Record Type: Journal
Publication Date: 2011-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-0266-4909
Matching and Mismatching between the Pedagogical Design Principles of a Math Game and the Actual Practices of Play
Lindstrom, P.; Gulz, A.; Haake, M.; Sjoden, B.
Journal of Computer Assisted Learning, v27 n1 p90-102 Feb 2011
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. (Contains 6 figures and 10 notes.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A