A rubric for assessing teachers’ game pedagogical content knowledge in teaching mathematics

Ngoc Dan Nguyen; Nguyen-Ai-Thu Duong; Minh Dung Tang

doi:10.30935/cedtech/19470

Ngoc Dan Nguyen ¹, Nguyen-Ai-Thu Duong ¹, Minh Dung Tang ¹ ^*

More Detail

CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep692

https://doi.org/10.30935/cedtech/19470

Submitted: 30 April 2026, Published Online: 01 October 2026

OPEN ACCESS 11 Views 3 Downloads

Download Full Text (PDF)

Abstract

Digital games can support mathematics learning when their features are aligned with mathematical content and instructional goals. This methodological study adapted the technological pedagogical content knowledge-practical rubric to examine game pedagogical content knowledge in digital game-based mathematics lesson plans. The seven dimensions and four performance levels of the original rubric were retained, while the descriptors were revised for game mechanics, mathematical representation, instructional guidance, and game-supported assessment. The adapted descriptors underwent qualitative review by three experts. Two trained raters then used the rubric to score 50 lesson plans, and agreement for each dimension was estimated using weighted Cohen’s kappa. The coefficients ranged from .710 to .885, indicating substantial to almost perfect agreement. These coefficients describe agreement between the two raters for this sample; they do not establish construct or criterion-related validity. The rubric may provide teacher educators and professional development facilitators with a structured basis for reviewing and revising digital game-based mathematics lesson plans. Further studies should test the rubric with an independent expert panel, additional raters, new samples from multiple institutions, and evidence from classroom practice.

Keywords: digital game-based learning, rubric, assessment, teacher, TPACK-G, mathematics education

References

Bang, H. J., Li, L., & Flynn, K. (2023). Efficacy of an adaptive game-based math learning app to support personalized learning and improve early elementary school students’ learning. Early Childhood Education Journal, 51(4), 717-732. https://doi.org/10.1007/s10643-022-01332-3
Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Preservice teachers’ knowledge and attitudes toward digital-game-based language learning. Education Sciences, 12(3), Article 182. https://doi.org/10.3390/educsci12030182
Canbazoglu Bilici, S. C., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science & Technological Education, 34(2), 237-251. https://doi.org/10.1080/02635143.2016.1144050
Chen, P. Y., Hwang, G. J., Yeh, S. Y., Chen, Y. T., Chen, T. W., & Chien, C. H. (2022). Three decades of game-based learning in science and mathematics education: An integrated bibliometric analysis and systematic review. Journal of Computers in Education, 9(3), 455-476. https://doi.org/10.1007/s40692-021-00210-y
Dan, N. N., Trung, L. T. B. T., Nga, N. T., & Dung, T. M. (2024). Digital game-based learning in mathematics education at primary school level: A systematic literature review. Eurasia Journal of Mathematics, Science and Technology Education, 20(4), Article em2423. https://doi.org/10.29333/ejmste/14377
Fu, Q. K., Zou, D., Xie, H., Cheng, G., & Hwang, G. J. (2022). Effects of a collaborative design approach on pre-service teachers’ ability of designing for learning with a digital game. Education and Information Technologies, 27(4), 5641-5664. https://doi.org/10.1007/s10639-021-10818-3
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467. https://doi.org/10.1177/1046878102238607
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. https://doi.org/10.1016/j.chb.2015.07.045
Hayak, M., & Avidov-Ungar, O. (2023). Knowledge and planning among teachers integrating digital game-based learning into elementary school classrooms. Technology, Pedagogy and Education, 32(2), 239-255. https://doi.org/10.1080/1475939X.2023.2175719
Hsu, C.-Y., Liang, J.-C., & Su, Y.-C. (2015). The role of the TPACK in game-based teaching: Does instructional sequence matter? The Asia-Pacific Education Researcher, 24(3), 463-470. https://doi.org/10.1007/s40299-014-0221-2
Hsu, C.-Y., Liang, J.-C., & Tsai, M.-J. (2020). Probing the structural relationships between teachers’ beliefs about game-based teaching and their perceptions of technological pedagogical and content knowledge of games. Technology, Pedagogy and Education, 29(3), 297-309. https://doi.org/10.1080/1475939X.2020.1752296
Hsu, C.-Y., Liang, J.-C., Chai, C. S., & Tsai, C.-C. (2013). Exploring preschool teachers’ technological pedagogical content knowledge of educational games. Journal of Educational Computing Research, 49(4), 461-479. https://doi.org/10.2190/EC.49.4.c
Hussein, M. H., Ow, S. H., Elaish, M. M., & Jensen, E. O. (2022). Digital game-based learning in K-12 mathematics education: A systematic literature review. Education and Information Technologies, 27(2), 2859-2891. https://doi.org/10.1007/s10639-021-10721-x
Jaiswal, A. (2021). Revisiting the historical roots of game-based learning. TechTrends, 65(3), 243-245. https://doi.org/10.1007/s11528-021-00603-x
Kuo, Y.-C., & Kuo, Y.-T. (2024). An exploratory study of pre-service teachers’ perceptions of technological pedagogical content knowledge of digital games. Research and Practice in Technology Enhanced Learning, 19, Article 008. https://doi.org/10.58459/rptel.2024.19008
Landis, J. R, & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. https://doi.org/10.2307/2529310
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Qian, M., & Clark, K. R. (2016). Game-based learning and 21^st century skills: A review of recent research. Computers in Human Behavior, 63, 50-58. https://doi.org/10.1016/j.chb.2016.05.023
Villa, A. M., Sedlacek, Q. C., & Pope, H. Y. (2023). I DiG STEM: A teacher professional development on equitable digital game-based learning. Education Sciences, 13(9), Article 964. https://doi.org/10.3390/educsci13090964
Vlachopoulos, D., & Makri, A. (2024). A systematic literature review on authentic assessment in higher education: Best practices for the development of 21^st century skills, and policy considerations. Studies in Educational Evaluation, 83, Article 101425. https://doi.org/10.1016/j.stueduc.2024.101425
Yeh, Y.-F., Chien, S.-P., Wu, H.-K., & Hsu, Y.-S. (2015). Rubrics of TPACK-P for teaching science with ICTs. In Y.-S. Hsu (Ed.), Development of science teachers’ TPACK (pp. 53-70). Springer. https://doi.org/10.1007/978-981-287-441-2_4

Citation

Nguyen, N. D., Duong, N.-A.-T., & Tang, M. D. (2026). A rubric for assessing teachers’ game pedagogical content knowledge in teaching mathematics. Contemporary Educational Technology, 18(4), Article ep692. https://doi.org/10.30935/cedtech/19470

Nguyen, N. D., Duong, N.-A.-T., and Tang, M. D. (2026). A rubric for assessing teachers’ game pedagogical content knowledge in teaching mathematics. Contemporary Educational Technology, 18(4), ep692. https://doi.org/10.30935/cedtech/19470

Nguyen ND, Duong NAT, Tang MD. A rubric for assessing teachers’ game pedagogical content knowledge in teaching mathematics. CONT ED TECHNOLOGY. 2026;18(4), ep692. https://doi.org/10.30935/cedtech/19470

Nguyen, Ngoc Dan, Nguyen-Ai-Thu Duong, and Minh Dung Tang. "A rubric for assessing teachers’ game pedagogical content knowledge in teaching mathematics". Contemporary Educational Technology 2026 18 no. 4 (2026): ep692. https://doi.org/10.30935/cedtech/19470

Nguyen, Ngoc Dan et al. "A rubric for assessing teachers’ game pedagogical content knowledge in teaching mathematics". Contemporary Educational Technology, vol. 18, no. 4, 2026, ep692. https://doi.org/10.30935/cedtech/19470

Nguyen ND, Duong NAT, Tang MD. A rubric for assessing teachers’ game pedagogical content knowledge in teaching mathematics. CONT ED TECHNOLOGY. 2026;18(4):ep692. https://doi.org/10.30935/cedtech/19470