The study is situated in the Design-Based Research paradigm, emphasizing the inclusion of practitioners throughout an iterative development cycle.
The study was carried out in Southern Jutland, Denmark in collaboration with the pedagogy-education at UCSyd. Five kindergartens participated in the study as part of the practise based process.
The development cycle is documented in three overarching phases: Idea Generation, Concept Development, and Implementation.
The focus of the final evaluation and analysis was on playful learning. Results indicated that the environment showed possibilities for playful learning but had weaknesses in providing a balance between the skills of the children and the complexity of the system. The findings also indicated that the role of the pedagogues as the more knowledgeable other in the learning process is at question when it comes to technology.