Projects per year
Abstract
By way of video observations, the current article examines the social interaction of pupils playing an educational card game about fractions, focusing on their epistemic and deontic negotiations during decision-making in dyads. Our findings reveal recurring patterns in how pupils make decisions, emphasising the importance of both epistemic (knowledge-based) and deontic (rights-based) negotiations. Additionally, pupils often struggle to anticipate and manage resistance from peers when negotiating decisions. When resistance occurs, the interaction shifts from negotiating the basis of knowledge (epistemics) to negotiating the right to determine future actions (deontics). The implications of these findings highlight the need for structured support in educational games to foster more productive learning interactions.
Original language | English |
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Pages (from-to) | 1-23 |
Journal | Education Inquiry |
DOIs | |
Publication status | Published - 2025 |
MoE publication type | A1 Journal article-refereed |
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Dive into the research topics of 'Pupils’interactions and decision-making in an educational game'. Together they form a unique fingerprint.Projects
- 1 Finished
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STEM Education in Newton Rooms: Students' Learning in Group Work; Process, Content and Social Organisation
Rusk, F. (Principal Investigator), Rønning, W. (Principal Investigator), Celius, S. (Co-Investigator), Johann, L. (Co-Investigator) & van den Heuvel-Panhuizen, M. (Co-Investigator)
01/10/20 → 31/12/24
Project: Research Council of Finland/Other Research Councils