Paper I: Vangsnes, V. (2009). A dramaturgic perspective: seeing digital role-plays as drama and theatre. What are the epistemological and pedagogical consequences? Nordic Journal of Digital Literacy, 4(1), 20–37. The article is not available in BORA due to publisher restrictions. The published version is available at: http://www.idunn.no/ts/dk/2009/01/art01Paper II: Vangsnes, V., Økland, N. T., & Krumsvik, R. (2012). Computer games in pre-school settings: Didactical challenges when commercial educational computer games are implemented in kindergartens. Computers & Education, 58(4), 1138–1148. The article is not available in BORA due to publisher restrictions. The published version is available at: http://dx.doi.org/10.1016/j.compedu.2011.12.018Paper III: Vangsnes, V., & Økland, N.T. (2015). Didactic dissonance - Teacher roles in computer gaming situations in kindergartens. Technology, Pedagogy and Education, 24(2), 211-230. The article is not available in BORA due to publisher restrictions. The published version is available at: http://dx.doi.org/10.1080/1475939x.2013.853686