Playful learning: tools, techniques, and tactics

Abstract

Over the past decade, there has been an increased use of playful approaches to teaching and learning in higher education. Proponents argue that creating 'safe' playful spaces supports learning from failure, management of risk-taking, creativity and innovation, as well as increasing the enjoyment of learning for many students. However, the emergent field of playful learning in adulthood is underexplored, and there is a lack of appreciation of the nuanced and exclusive nature of adult play. This article will first examine the theoretical background to the field, providing an initial definition of 'playful learning' through the metaphor of the 'magic circle' and presenting a hypothesis of why play is important for learning throughout the life course. Second, it will frame the field by highlighting different aspects of playful learning: playful tools, techniques, and tactics. The third section of the article provides two case studies that exemplify different aspects of play: the EduScapes escape room design project, which uses playful failure-based learning, and the Playful Learning Conference, which employs playful principles to rethink the conference format. The article concludes by highlighting three central issues for this emerging field: lack of a research trajectory; the language of play; and unacknowledged privilege inherent in the use of playful learning.

The physiology of play: potential relevance for higher education

“…Panksepp et al demonstrated how rats can reflect their positive affective state by a 50-kHz ultrasonic vocalisation, i.e. rat laugher (Liu et al, 2017;Hirsh-Pasek et al, 2009;Whitton, 2018;Yogman et al, 2018). Extraordinarily, rough-and-tumble play in rats (a playful activity in which rats engage well into their adulthood) induces excessive laughter, which can lead to resilience against depression and anxiety, and facilitation of learning and memory (Burgdorf, Colechio, Stanton, & Panksepp, 2017).…”

“…We argue that this growing discussion is taking place in parallel with the emergence of playful teaching approaches within higher education. These include many types of playful teaching, learning and academic practices (Whitton, 2018), and a signature pedagogy of playful learning in higher education (Nørgård et al, 2017). Although application remains both limited and privileged, this is considered to be a promising starting point for further development of 'Playful Universities' with 'Playful Curricula' and 'Playful Academics'.…”

“…Interestingly, play also promotes intellectual dexterity, individual resilience and adaptability. Indeed, playful learning is increasingly recognised as both a fundamental part of the human experience and a paradigm to improve pedagogical practice (Nørgård, Toft-Nielsen, & Whitton, 2017;Brown & Vaughan, 2009;Whitton, 2018). However, this has been mostly addressed in childhood (Liu et al, 2017;Hirsh-Pasek, Golinkoff, Berk, & Singer, 2009;Whitton, 2018;Yogman, Garner, Hutchinson, Hirsh-Pasek, & Golinkoff, 2018), is very limited in adulthood (Brown & Vaughan, 2009;Whitton, 2018) and even less so in higher education (Whitton, 2018).…”

Early Childhood Educators’ Attitudes to Internet Self-Efficacy and Internet-Related Instructional Applications: The Mediating Effects of Internet Enjoyment and Professional Support

“…Just as teachers' internet self-efficacy shapes their preferences regarding and professional adoption of the internet and related applications, their intentions in using the internet and enjoyment of the internet are related to their appreciation of its value. Teachers' intention to continue using the internet has been shown to affect their performance in internet-related instructional applications (Whitton, 2018). The internet's friendly human-machine interfaces attract early childhood educators who are willing to engage themselves and their students in the virtual interactions of our increasingly cybernetic world (Belo et al, 2016;Subramaniam, 2016).…”

Escape Room as Game-Based Learning Process: Causation - Effectuation Perspective

“…Game architecture students build team cohesiveness in a mixed reality escape room game [45]. Educational escape rooms have been used by libraries for information search [6], team building [46,47] and also for school children [32].…”