University of Oulu

Lipponen, Sari; Koivula, Merja; Huttunen, Kerttu; Turja, Leena; Laakso, Marja-Leena (2018) Children’s peer interaction while playing the digital emotion detectives game. Journal of Early Childhood Education Research; Vol 7(2), p. 282-309.

Children’s peer interaction while playing the digital emotion detectives game

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Author: Lipponen, Sari1; Koivula, Merja2; Huttunen, Kerttu3,4,5;
Organizations: 1University of Jyväskylä, Finland, Department of Education
2University of Jyväskylä, Department of Education Finland
3Faculty of Humanities, Logopedics, University of Oulu
4PEDEGO Research Unit, University of Oulu
5MRC Oulu; Oulu University Hospital, Department of Otorhinolaryngology, Head and Neck Surgery, Finland
6University of Jyväskylä, Administration
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.7 MB)
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Language: English
Published: Suomen varhaiskasvatus, 2018
Publish Date: 2019-01-28


Collaborative learning and collaborative use of digital technologies are essential skills in the twenty-first century. The aim of this study was to explore the features and types of interaction that can be identified during children’s digital gameplay while playing in pairs. The following research questions were addressed: 1) What are the interactional play features that characterize the play sessions? 2) Which play types can be identified based on these interactional play features? 3) How do the interactional features and play types change during the eight-week play period? In this study, 16 children aged 5–6 years played the Emotion Detectives (ED) game in pairs at day care centres for 15–30 minutes per week. During the eight-week period, the children’s gameplay was video-recorded, and three play sessions from each pair were explored using content analysis. The results of this study deepen our understanding of the features of children’s playing in pairs and extend our knowledge of the suitability of the ED game for joint gameplay. On this basis, we make some recommendations for educational settings.

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Series: Journal of early childhood education research
ISSN: 2323-7414
ISSN-E: 2323-7414
ISSN-L: 2323-7414
Volume: 7
Issue: 2
Pages: 282 - 309
Type of Publication: A1 Journal article – refereed
Field of Science: 616 Other humanities
Funding: We would like to thank the Finnish Cultural Foundation and the University of Jyväskylä for funding this research.
Copyright information: © 2018 Lipponen, Koivula, Huttunen, Turja and Laakso & Suomen Varhaiskasvatus ry. – Early Childhood Education Association Finland.