Search Results

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