Video Card Game as a Learning Design for Teacher Education

In this study Video Card Game, a method originating in user-centred design, is studied as a learning design for teacher education. An experiment with second-year students of educational psychology is analysed on the basis of a trialogic view of collaborative knowledge construction, which integrates the perspectives of individuals, tools, and social situation in the study of learning (Hakkarainen, 2009). The analysis suggests that Video Card Game serves to promote learning, bridging the gap between theory and practice in teacher education.