A Design-Based Approach to Playful Algebra Learning with DragonBox Algebra

DragonBox Algebra is a commercial digital learning game purporting to support children in learning how to solve linear equations in one variable while also engaging in play. There is much evidence that play can support positive engagement in mathematics and deeper mathematical learning. Prior research on DragonBox Algebra, however, has found a mix of encouraging and discouraging results, and most such studies consider only one aspect of the learning experience. In this study, we used a cyclical design-based research approach to contribute a deeper and multifaceted understanding of how DragonBox Algebra can support or not support playful mathematical learning across contexts. This study reports the findings from exploratory interviews and a classroom implementation that used wraparound activities to attempt to address some of the weaker aspects of DragonBox Algebra’s design. Ultimately, we found evidence that learners who play DragonBox Algebra can experience playful moments, express enjoyment of mathematical ideas, and make connections to existing mathematical knowledge. However, we also saw that learners’ play and engagement with the game may not surface or develop algebraic knowledge to the extent desired. From the outcome of our first cycle, we highlight some successes and challenges in crafting game-based playful algebra learning environments and suggest strategies that could be used to address some of the challenges we encountered.