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The professional practice of designing digital learning games has existed for more than four decades. Even though considerable work has been done on research and development projects that include learning games (e.g., through Design-Based Research projects), there is relatively limited research on how professional learning game designers work, and what design challenges they face when trying to develop learning games for K-12 educational contexts. In this explorative interview study, we take a closer look at the design challenges that experienced learning game designers face during the design process, and what complexities and dilemmas they need to balance in doing so. The interview study is based on extended semi-structured interviews with five experienced learning game designers from five different learning game companies from Europe and the US. Having transcribed and coded the interview data, we conducted a thematic analysis to address the following research question: How do learning game designers experience and manage the different knowledge forms and design challenges that emerge when developing games for K-12 educational contexts? To answer this question, we draw on insights from design theory and domain theory, which allows us to map and analyse how the learning game designers try to establish links between different forms of knowledge across three domains: the pedagogical domain, the disciplinary domain, and the game design domain. Based on the thematic analysis, we identify three design principles across these domains, which are central to the learning game design process: 1) creating a shared language and repertoire for the involved actors (e.g., game designers, subject matter experts, and educational practitioners) across the three domains, 2) establishing meaningful links between educational aims and game elements, and 3) considering the educational context of the learning game. Addressing these design principles are all crucial, when engaging in the highly complex task of designing games for educational purposes.

“Five [adolescent] youth hover around the Nintendo Switch to play a game about milk-ing a cow. The smell of Doritos permeates the room…youth are sitting against the back wall, playing on a Switch. Two are playing; five are watching. Another runs over to watch. Approximately eight [additional] youth are watching game play on the large screen…As I write this, the combination of players and observers shifts; someone stands, someone moves, someone crouches.”

A fairly large body of research has documented how digital games can be used in L1 education. However, there is still a lack of detailed studies on how literacy teachers go about teaching with games as multimodal texts in the classroom. Revisiting earlier empirical work on the use of the sandbox game Minecraft in primary school, the aim of this paper is to explore how a specific game challenge is enacted in practice as seen from a dialogic perspective. Drawing on theories on games and literacies, dialogic education, and teachers as professional practitioners, the paper presents the Game as Educational Challenge (GEC) model in order to understand how L1 teachers frame specific game challenges and facilitate dialogue with the students in relation to their game experiences. The model is used to reanalyse empirical examples of how teachers from three primary schools adopted a teaching unit with Minecraft through different pedagogical approaches. The findings show not only how the teachers’ framing of the game challenges reflected their familiarity with the game, but also how they taught and related the game challenges to curricular aims in different ways. Moreover, it is found that the teachers negotiated authorial positions quite differently when facilitating classroom discussions with students about their game experiences.

Design-based research (DBR) emphasises the importance of developing and refining design principles when conducting educational design experiments. However, a review of the DBR literature has shown that there is a lack of clarity as to how design principles are described and applied. In this paper, we introduce amodel for articulating design principles, and enabling analysis and discussion of how these might be challenged and undergo transformation during DBR processes in local educational settings. The analysis is based on examples derived from two DBR projects relating to digital technologies. The first example is taken from a large-scale intervention project that demonstrates the importance of teachers’ different dialogic approaches to teaching design thinking with Scratch. However, the rationale of large-scale project design does not allow for the integration of this emerging knowledge. The second example focuses on how a practitioner–researcher faces and manages preservice teachers’ preoccupation with the curriculum, when trying to enact a design principle in a lessonwithin the module “Technology comprehension and digital bildung” with playful approaches to learning. The two examples illustrate how the presumably linear process of articulating design principles and gradually refining them through design experiments in practice should be seen as a far more “messy” or contingent process than is presented in most DBR methodologies. We raise the case that the realisation of design principles must address possibilities for achieving (and not achieving) agency among local educators and students.

The 1990s and early 2000s saw the publication of several studies and special issues on designbased research (DBR) by prominent scholars within the field of educational technology (e.g., van den Akker, 1999; Design-Based Research Collective, 2003; Barab & Squire, 2004; Cobb et al., 2003; Brown, 1992).

Esports is on the rise as a leisure activity and also as a pedagogical activity. In this paper, we explore how Danish teachers within special needs education experience the pedagogical possibilities and challenges related to the educational use of esports activities. More specifically, we interviewed teachers from four different public institutions and a teacher from a commercial esports provider that offers specially organized education aimed at young people (16-25 years old) diagnosed with autism spectrum disorder. The results indicate that teachers generally have positive experiences with esports activities using Counter-Strike: Global Offensive (CS:GO) in relation to increasing students’ well-being and social relations. However, there are also clear differences in the teachers’ game literacy, as well as how they facilitate game activities through their own teaching or by visits to an external esports provider. The findings suggest that esports activities can be used as a valuable teaching resource, but that this requires expertise, ownership, and awareness among teachers of the educational possibilities and challenges. Esports is on the rise as a leisure activity and also as a pedagogical activity. In this paper, we explore how Danish teachers within special needs education experience the pedagogical possibilities and challenges related to the educational use of esports activities. More specifically, we interviewed teachers from four different public institutions and a teacher from a commercial esports provider that offers specially organized education aimed at young people (16-25 years old) diagnosed with autism spectrum disorder. The results indicate that teachers generally have positive experiences with esports activities using Counter-Strike: Global Offensive (CS:GO) in relation to increasing students’ well-being and social relations. However, there are also clear differences in the teachers’ game literacy, as well as how they facilitate game activities through their own teaching or by visits to an external esports provider. The findings suggest that esports activities can be used as a valuable teaching resource, but that this requires expertise, ownership, and awareness among teachers of the educational possibilities and challenges.

The aim of this paper is to identify emerging design principles when developing, piloting and implementing game-related Design Thinking activities for primary and lower secondary classrooms. The analyses are based on data from thelarge-scale intervention project GBL21 (Game-Based Learning in the 21st Century), which explores and measures how 1600 students working with game-related design activities in the subjects Danish, mathematics and science are able to develop design competencies such as being able to construct and communicate design solutions. In the paper, we focus on qualitative data from a pilot study on how two teachers adopt and enact one teaching unit in mathematics in grade 7. The challenge for the students is to design and construct a tangram game using the visual block-programming language Scratch with a set of agreed constraints (e.g. constructing pieces of a particular form). In our analysis, we identify design principles that support the enactment of the unit as exemplified by the two teachers. For our purpose, their teaching is interesting because they use quite different strategies when adopting the unit. One finding is that the material objects and close attention to dialogue are vital when coupling Design Thinking, game-like activities with subject matter (e.g. mathematics)..

Can the challenges encountered in cooperative video games encourage classroom inclusion? And can this experience be translated into curriculum engagement? This study describes a 3 week intervention with game‐based learning activities in eight lower secondary classrooms (n = 190). The intervention combined the use of the co‐op action role‐playing game Torchlight II and analogue gamification aimed at including 32 students challenged by social difficulties and lack of motivation. The video game was used to create more inclusive classrooms by increasing students’ opportunities for participation through collaboration in teams. The students also participated in game‐related Danish (L1) and Mathematics activities. Effects on social well‐being, learning and motivational patterns were measured through teacher assessment combined with the Children's Perceived Locus of Causality‐scales. The results show multidimensional effects including positive impact on at‐risk students’ well‐being and reduced experiences of external regulation to participate in Mathematics and Danish. The qualitative analysis not only confirms the positive findings, but also shows how the intervention created ambiguities surrounding the relationship between game activities and curriculum‐related assignments. The findings indicate that the impact of game‐based classrooms is not due to their fun element, but rather how they enable reframing of social participation and students’ engagement with the curriculum. [ABSTRACT FROM AUTHOR]

Forskningen i anvendelsen af digitale spil i undervisningen har flere årtier på bagen og vidner om positive resultater med øget motivation og læringsudbytte. Samtidig er der ofte uklarhed om de didaktiske muligheder og begrænsninger, der knytter sig til forskellige måder at anvende digitale spil i undervisningen. I denne oversigtsartikel vil jeg først indkredse, hvad der kendetegner digitale spil og kort opsummere forskningen i spil og læring. Dernæst vil jeg give et overblik over den danske forskning i fire forskellige didaktiske tilgange til digitale spil i undervisningen: 1) anvendelse af læringsspil, 2) anvendelse af kommercielle computerspil, 3) brug af spilelementer i ikke-spil sammenhænge (gamification), og 4) arbejde med design af spil. Undervejs vil jeg give uddybende eksempler på dansk forskning inden for området, herunder artikler fra Læring Og Medier samt egen forskning. Ambitionen er at præsentere et overblik over den danske forskning i brug af digitale spil i undervisningen, der kan bidrage til at kvalificere didaktiske valg ved udvælgelse og anvendelse af spil.

Esports is the fastest growing sports industry globally, and esports research is becoming more prevalent. However, there is a lack of research on what 21st century skills esports players develop. This study examines the experiences of nineyoung CS:GO players and their coach enrolled in an esports program at a sports college in the greater Copenhagen area. Through observation and group interviews we try to identify the pedagogical goals of the coach and how these are understood and experienced by the players. Based on Gee’s notion of affinity space and Dialogical Self Theory, we explore how the players position themselves in relation to their esports activities as well as their perception of what it takes to be a competent player. The preliminary findings show that both the players and their coach emphasize healthy culture (‘sund spilkultur’) as a key aspect of the esports activities. Thus, players believe that being able to communicate well and in arespectful tone is a core competency on par with technical skills and understanding of the game. In summary, players report that their experience of better communication skills is an ongoing concern both inside and outside of the game. In addition, the players describe how their ‘people skills’ transfer to friends, family and school work as a result of esports training.

This paper presents empirical findings from a qualitative study that uses Minecraft as a mathematical tool and learning environment. Even though Minecraft has been used for several years in classrooms all over the world, there is a lack of detailed empirical studies of what subject-related content students can learn by working with the game. The study is based on a teaching unit for 5th grade, which focused on using the coordinate system already embedded in Minecraft as a meansof navigating and exploring the game in order to solve mathematical problems. Based on a design experiment with the teaching unit, we explore the following research question: How do 5th grade students experience a change in their mathematical identities when they participate in an inquiry-based teaching unit with Minecraft? A thematic analysis explore data from six group interviews. The theoretical perspectives used in the coding of data were based on domain theory and an interpretive framework for understanding students’ mathematical identity. The key analytical findings regard the students’ experience of the coordinate system as part of both the academic domain of mathematics and as a part of their everyday domain playing Minecraft, how students actively use the coordinate system to improve play in Minecraft, and how students experience new ways of participating in mathematics. This paper presents empirical findings from a qualitative study that uses Minecraft as a mathematical tool and learning environment. Even though Minecraft has been used for several years in classrooms all over the world, there is a lack of detailed empirical studies of what subject-related content students can learn by working with the game. The study is based on a teaching unit for 5th grade, which focused on using the coordinate system already embedded in Minecraft as a meansof navigating and exploring the game in order to solve mathematical problems. Based on a design experiment with the teaching unit, we explore the following research question: How do 5th grade students experience a change in their mathematical identities when they participate in an inquiry-based teaching unit with Minecraft? A thematic analysis explore data from six group interviews. The theoretical perspectives used in the coding of data were based on domain theory and an interpretive framework for understanding students’ mathematical identity. The key analytical findings regard the students’ experience of the coordinate system as part of both the academic domain of mathematics and as a part of their everyday domain playing Minecraft, how students actively use the coordinate system to improve play in Minecraft, and how students experience new ways of participating in mathematics.

Der findes et hav af forskellige spil og tilsvarende uhyre mange måder at anvende spil på i undervisningen. I denne artikel vil jeg give et overblik over feltet ved først at definere de centrale elementer i spil. Dernæst opridser jeg, hvordan man kan lære gennem spil og gennemgår fire didaktiske tilgange til spil. Til sidst vil jeg præsentere en spildidaktisk model, der kan bruges til at kunne omsætte konkrete udfordringer i spil til fagligt og pædagogisk meningsfulde udfordringer i undervisningen.

If you want to learn how to become more creative, better at collaboration, or want to develop your critical thinking skills playing games can be a powerful activity. If you want to be even surer, then build a game. This was the conclusion of a review performed by Qian and Clark (2016) on how Game-Based Learning can develop 21st Century Skills. Understanding relations between the broad categories of “learning”, “design”, and “games” is crucial in the research project Game-BasedLearning in the 21st Century (GBL21.aau.dk), where we introduce game design activities through 24 teaching units for three subjects respectively Math, Science, and Danish. However, finding meaningful relations between design processes, game tools, and school subjects have proven to be a challenging task. In order to handle this challenge, our paper describes existing research on how to design games as a learning activity. The contribution of the paper is to provide a better understanding of the relations between the three domains of design thinking (DT), game tools/activities, and curriculum in order to develop, game design activities, which are relevant to teaching subjects. The contribution is an insight into research in game design as an approach to teaching; as well as, a review of relevant theories on designing as learning activity, and a discussion of how to implement these approaches in teaching.

Using games for learning tends to blur boundaries across across in- and out-of-school domains. In this way, it becomes difficult to describe and understand the meaning-making process involved in game oriented learning. In this chapter we present the analytical framework of scenario-based education, which can be used to expolore the translation processes and framings in relation to using game-oriented learning designs. The framework is used to analyse two empirical cases. The first case concerns the use of two different types of computer games (the serious game Global Conflicts: Latin America and the horror game Penumbra) in formal education and focuses on the relation between schooling and everyday life. The second case concerns the development and use of a specially designed practice simulation thatinvites school children into a universe as professional journalists and newspaper editors and hence builds on a designed relation between schooling and professional domains. Based on these examples, we discuss how the aims and practices of game-oriented learning designs must be translated, communicated, negotiated, integrated, and thus reframed by teachers and students in order to produce relevant and valid forms of educational knowledge

Digital games form a key part of many children and young people’s everyday life. Moreover, there exist a number of claims on the potential of games for developing literacy and language (Gee, 2003). Based on the widespread interest in the learning potential of games, there have been an increasing number of empirical studies, which look closer at how digital games may be used within the context of L1 (e.g. Beavis et al., 2017; Hanghøj, 2017) and L2 (e.g. Peterson, 2013; Jensen, 2017). However, there is a lack of overview of the knowledge on the use of games - both within research on L1 and L2 as well as across the two research fields. In this paper, we wish to present preliminary findings from a systematic review on the empirical research on games, language and literacy within L1 and L2 in primary and secondary school. Given the assumed learning potential of games in students’ everyday lives, the review also includes studies that are conducted outside school contexts but relate to or have implications for the curricular aims of L1 and L2. Preliminary findings suggest that digital games have different status within the two subjects. Thus, several studies have shown positive effects on playing commercial games outside school on children’s learning of English as a second language - e.g. by expanding their vocabulary or communicative competence. At the same time, there exist relatively few studies on the use of commercial games within L2. Instead, the L2 research tends to focus more on using learning games. By comparison, there seem to be less indications of positive effects between children’s gameplay outside school and their performance within L1 - e.g. in relation to PISA assessments of reading (Borgonovi, 2016). At the same time, there exist a growing number of studies on the use of commercial games within L1 contexts. However, only few studies explore the interrelations between children's out of school gameplay and L1. These differences do not only reflect the different status of digital games and game types within the L1 and L2 curricula, but also reflect broader differences between research traditions surrounding L1 and L2. In this way, our review tries to establish a cross disciplinary dialogue between research on games, language and literacies within L1 and L2. In summary, the aim of the paper is to discuss and conceptualize the relationship between 1) games, language and literacy, and 2) the research fields of L1 and L2, especially in relation to different research methodologies within the two fields and their different conceptions of literacy. Games, Language and Literacy in L1 and L2Thorkild Hanghøj*, Kristine Kabel, Signe Hannibal Jensen, Mads-Peter Mosberg Jensen, and Catherine Beavis*Abstract Digital games form a key part of many children and young people’s everyday life. Moreover, there exist a number of claims on the potential of games for developing literacy and language (Gee, 2003). Based on the widespread interest in the learning potential of games, there have been an increasing number of empirical studies, which look closer at how digital games may be used within the context of L1 (e.g. Beavis et al., 2017; Hanghøj, 2017) and L2 (e.g. Peterson, 2013; Jensen, 2017). However, there is a lack of overview of the knowledge on the use of games - both within research on L1 and L2 as well as across the two research fields. In this paper, we wish to present preliminary findings from a systematic review on the empirical research on games, language and literacy within L1 and L2 in primary and secondary school. Given the assumed learning potential of games in students’ everyday lives, the review also includes studies that are conducted outside school contexts but relate to or have implications for the curricular aims of L1 and L2. Preliminary findings suggest that digital games have different status within the two subjects. Thus, several studies have shown positive effects on playing commercial games outside school on children’s learning of English as a second language - e.g. by expanding their vocabulary or communicative competence. At the same time, there exist relatively few studies on the use of commercial games within L2. Instead, the L2 research tends to focus more on using learning games. By comparison, there seem to be less indications of positive effects between children’s gameplay outside school and their performance within L1 - e.g. in relation to PISA assessments of reading (Borgonovi, 2016). At the same time, there exist a growing number of studies on the use of commercial games within L1 contexts. However, only few studies explore the interrelations between children's out of school gameplay and L1. These differences do not only reflect the different status of digital games and game types within the L1 and L2 curricula, but also reflect broader differences between research traditions surrounding L1 and L2. In this way, our review tries to establish a cross disciplinary dialogue between research on games, language and literacies within L1 and L2. In summary, the aim of the paper is to discuss and conceptualize the relationship between 1) games, language and literacy, and 2) the research fields of L1 and L2, especially in relation to different research methodologies within the two fields and their different conceptions of literacy.*Indicates paper presenter at the symposium.

I denne artikel lægger vi op til, at det er interessant for lærere i grund- skolen at vide noget om, hvilke semiotiske erfaringer på dansk og en- gelsk børn får gennem deres spilaktiviteter på sociale medier. (...)

In recent decades, several Scandinavian research projects have had an explicit focus on how technology intervenes in L1 (or so-called Mother Tongue Education) practices in Swedish, Norwegian and Danish educational contexts, and how this may impact on understanding of the subject. There is currently no systematic overview of the documented possibilities and challenges related to the use of technology in L1. At the same time, there is terminological confusion in use of ‘technology’ and related concepts in L1. Finally, there is a general lack of critical reflection on the relation between technological developments, political rhetoric, and the development of L1 teaching and learning as a social practice related to specific contexts and actors. Thus, the paper attempts to answer three interrelated research questions: 1) what do we mean when we talk about ‘technology’ in L1?; 2) based on a systematic review of empirical stud- ies, what characterizes the research field?; and 3) for discussion, which broader implications does the review suggest for a rethinking of L1 in terms of practice and research? Introducing the notion of educa- tional boundary objects, a theoretical framework is developed, which suggests four metaphors for un- derstanding technology within L1: as a tool, as media, as socialization, and as literacy practices. These are found useful for analyzing and comparing both theoretical perspectives and empirical research on L1. A key finding of the study is that, although the included research is characterized by a large degree of diversity, the conceptualization of technology as media is a dominating approach which downplays aesthetic, critical and tool-oriented perspectives. Another finding is the large number of studies that focus on student practices within L1 and the relationship to out-of-school literacy practices. A final find- ing is the emphasis on teacher uncertainty regarding how and why to integrate technology within exist- ing paradigms of the subject. This calls for further research on how technology may be justified in L1 practice, including various forms of teacher education. Contribution to a special issue Paradoxes and Negotiations in Scandinavian L1 Research in Languages, Literatures and Literacies, edited by Ellen Krogh and Sylvi Penne.

The aim of this paper is to describe the opportunities and challenges involved in designing educational scenarios for teaching with the computer game Minecraft in mother tongue education (MTE). The empirical data presented is basedon an on‐going research project, funded by the Danish Ministry of Education, which explores the use of a particular game map entitled “The Mysterious Island” in the context of MTE in five primary school classes (age 7‐8) located at two different Danish schools. The Mysterious Island scenario is a loosely structured Robinsonade narrative that invites the students to “survive” on a deserted island. The empirical data mainly consist of classroom observations collected and analysed using an ethnographically inspired approach to discourse analysis. The data analysis is based on theoretical perspectives on scenario‐based education, which assumes that the educational use of game scenarios can be understood as a dynamic interplay of different domains and knowledge practices. In this way, the educational use of The Mysterious Island is understood as socially negotiated translations between the knowledge practices of the Robinsonade‐based game scenario, the knowledge practices of the disciplinary domain of MTE, the knowledge practices of the pedagogical domain of “schooling”, and the knowledge practices of the everyday domain, especially in relation to the students’ prior Minecraft experiences. In summary, the analysis presents preliminary findings on different teachers’ educational redesign of TheMysterious Island and the students’ reframing of the various domains and narratives involved. We conclude that the meaningful use of Minecraft in MTE depends largely on the pedagogical approaches of the teachers to redesigningmeaningful game scenarios and opportunities for students to reframe their experiences across the domains and knowledge practices involved. The aim of this paper is to describe the opportunities and challenges involved in designing educational scenarios for teaching with the computer game Minecraft in mother tongue education (MTE). The empirical data presented is basedon an on‐going research project, funded by the Danish Ministry of Education, which explores the use of a particular game map entitled “The Mysterious Island” in the context of MTE in five primary school classes (age 7‐8) located at two different Danish schools. The Mysterious Island scenario is a loosely structured Robinsonade narrative that invites the students to “survive” on a deserted island. The empirical data mainly consist of classroom observations collected and analysed using an ethnographically inspired approach to discourse analysis. The data analysis is based on theoretical perspectives on scenario‐based education, which assumes that the educational use of game scenarios can be understood as a dynamic interplay of different domains and knowledge practices. In this way, the educational use of The Mysterious Island is understood as socially negotiated translations between the knowledge practices of the Robinsonade‐based game scenario, the knowledge practices of the disciplinary domain of MTE, the knowledge practices of the pedagogical domain of “schooling”, and the knowledge practices of the everyday domain, especially in relation to the students’ prior Minecraft experiences. In summary, the analysis presents preliminary findings on different teachers’ educational redesign of TheMysterious Island and the students’ reframing of the various domains and narratives involved. We conclude that the meaningful use of Minecraft in MTE depends largely on the pedagogical approaches of the teachers to redesigningmeaningful game scenarios and opportunities for students to reframe their experiences across the domains and knowledge practices involved.

The aim of this paper is to describe how new teacher students develop innovation competence through problem-based game design processes by participating in an intro camp. The intro camp was held for 350 new teacher students at a Danish university college in 2011, which were asked to solve the real-life problems of local schools by designing game solutions to be presented for and assessed by participating school directors and pupils. Based upon a pragmatist theoretical framework, we conceptualize the students’ development of innovation competence in relation to creative problem-solving, game frames and the interplay of different knowledge domains “inside” and “outside” of teacher education. By taking a mixed methods approach, we combine qualitative and quantitative methodologies for studying our case. This involved observations and interviews with selected groups as well as a post-camp survey with all the students. In the analysis, we focus on two analytical themes that relate to the teacher students’ problem-based game design processes and their experience of becoming future innovative practitioners. The paper concludes by discussing future perspectives on the use of problem-based game design for developing innovation competence – both within and beyond the context of teacher education.

This chapter outlines theoretical and empirical perspectives on how Game-Based Teaching can be integrated within the context of formal schooling. Initially, this is done by describing game scenarios as models for possible actions that need to be translated into curricular knowledge practices, pedagogical knowledge practices, and everyday knowledge practices. Secondly, the chapter emphasizes how teachers must be able to shift back and forth between various interactional roles in order to facilitate game scenarios. Finally, a discussion is presented on how teachers choose different pedagogical approaches to game-based teaching, which may or may not correspond with the pedagogical models of particular games.

The frames that set the boundaries of play in pervasive games are ambiguous, thus players must negotiate what is part of the play when playing these games. This negotiation demands and develops creativity among players. The main contribution of this paper is to show how pervasive game designers and facilitators (e.g. game masters and/or teachers) of pervasive games can use the ambiguity and potential cheating in emergent play situations as a driver for promoting creative learning processes. More precisely, game facilitators need to respond to the on-going negotiations of different situational frames so that players are productive in relation to the goals of the game and the learning objectives. The paper outlines what pervasive games are and presents a case involving a pervasive game on global coffee trade. Next, we develop a theoretical framework that allows us to analyse how both players and facilitators need to be creative during a game session in order to play and to facilitate the game and especially how to manage ambiguity. Finally, we discuss the results of our analysis and suggest perspectives for further studies.

The paper presents a methodological framework for a research project, which aims at reviewing Nordic research of mother tongue education with a particular focus on media and technology (M&T). Relevant national contextDuring the last decade, several research projects have had an explicit focus on how M&T intervene with MTE practices. In this first phase of the review project, the analytical focus is on Danish research, acknowledging and at the same time questioning a national, ‘ethnocentric’ perspective of MTE research (Ongstad, 2012). The second phase will include research from Finland, Sweden and Norway, hence applying a ‘transnational’, regional perspective. Research questionUsing Danish research on M&T in MTE as a case study, how should a valid methodology for the review of research on M&T in MTE be designed and applied? MethodInspired by the Campbell method, the research methodology comprises the following steps: 1) establishing valid criteria for research on M&T in MTE; 2) searching systematically for this kind of research; 3) evaluating the found studies considering the criteria for inclusion; 4) analyzing/reviewing the studies. ResultsThe question of terminology is highly important as there exist several alternatives to ‘technology’ and ‘media’ – e.g. ‘the expanded text’, ‘digital media’, ‘multimodal media’ etc. Thus, M&T within MTE can be seen as didactic border objects. Analyzing the Danish studies, we find a clear predominance of interventionist approaches that try to push forward the use of new, typically digital M&T. Overall, the studies suggest that such interventions are interpreted in both integrating and disintegrating ways by participating teachers and students. DiscussionNo systematic reviews of research on M&T in MTE have been made transnationally. Furthermore, no systematic and valid review methodology for making such reviews has been developed. We invite any suggestions and references that could further stimulate the development of a review methodology.

I takt med den stigende interesse for brugen af spil på videregående uddannelser er der behov for at udvikle tilsvarende didaktisk tænkning, som kan hjælpe undervisere med at integrere spil i deres undervisning. I denne artikel præsenteres en didaktisk model, der antager at spilbaseret undervisning kan forstås som en relation mellem fire typer af domæner –faglige domæner, pædagogiske domæner, hverdagsdomæner og givne spils scenariedomæner – der alle udfoldes gennem kontekstspecifikke videnspraksisser og valideringskriterier for gyldig viden. Gennem analyse af to undervisningsforløb anvendes modellen til at beskrive forskellige muligheder og begrænsninger ved brugen af spil i undervisningen, samt hvordan man ville kunne redesigne spilforløbene i forhold til at skabe mere hensigtsmæssig integration på tværs af de fire domæner.