Abstract
Learning through play is essential in early childhood and primary education. Digital games employ motivational strategies and create ludic spaces. One example is ActiveFloor, an educational technology (EdTech), which allows children to physically interact with projected learning games. In a pilot project, we evaluated its didactic potential by phenomenological vignettes. By interpreting these condensed narratives in so-called vignette-readings, we analysed didactical challenges regarding children’s creativity and teachers’ group management activities. We present conclusions based on one vignette-example and discuss opportunities and limitations of the digital game and its use in educational contexts.