Research Article

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

Ngoc Dan Nguyen 1 , Nguyen-Ai-Thu Duong 1 , Minh Dung Tang 1 *
More Detail
1 Ho Chi Minh City University of Education, Ho Chi Minh City, VIETNAM* Corresponding Author
Contemporary Educational Technology, 18(4), October 2026, ep692, https://doi.org/10.30935/cedtech/19470
Published: 01 October 2026
OPEN ACCESS   27 Views   11 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

CITATION (APA)

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), ep692. https://doi.org/10.30935/cedtech/19470

REFERENCES

  1. 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
  2. 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
  3. 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
  4. 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
  5. 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
  6. 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
  7. 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
  8. 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
  9. 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
  10. 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
  11. 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
  12. 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
  13. 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
  14. 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
  15. 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
  16. 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
  17. 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
  18. Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50-58. https://doi.org/10.1016/j.chb.2016.05.023
  19. 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
  20. Vlachopoulos, D., & Makri, A. (2024). A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations. Studies in Educational Evaluation, 83, Article 101425. https://doi.org/10.1016/j.stueduc.2024.101425
  21. 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