The Play Experience Scale

Pavlas, Davin; Jentsch, Florian; Salas, Eduardo; Fiore, Stephen M.; Sims, Valerie K.

doi:10.1177/0018720811434513

Cited by 31 publications

(13 citation statements)

References 25 publications

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“…Various scholars describe the need for an 'experimentation space' in learning environments as an essential process design element (e.g. Price et al 2003;Lindley et al 2009;Alcock 2010;Cheng 2011;Cheng and Winston 2011;Ching and Ching 2012;Pavlas et al 2012;Fisher et al 2013;Lucero and Arrasvuori 2013;van Oers 2013). Examples of such process conditions in the literature are:…”

Section: Experimentation Spacementioning

confidence: 99%

“…Various scholars describe 'focus' as being essential to playful learning contexts (e.g. Jacobs and Heracleous 2007;Lindley et al 2009;Kangas 2010;Lin 2010;Cheng 2011;Ching and Ching 2012;Pavlas et al 2012;Su, Chen, and Fan 2013;van Oers 2013). They emphasize that learners need to know what to do or what is expected of them throughout the learning process, since learners tend to feel safer when they know what to expect (e.g.…”

Section: Focusmentioning

confidence: 99%

“…In addition to the playfulness design elements mentioned in the previous sub-sections, various scholars describe a need for stimulating process guidance in playful learning contexts (e.g. Price et al 2003;Price and Rogers 2004;Terrenghi et al 2006;Frank 2007;Kangas 2010;Lin 2010;Cheng and Winston 2011;Berkovski, Freyne, and Coombe 2012;Ching and Ching 2012;Pavlas et al 2012;Su, Chen, and Fan 2013;Tsoukalas 2010, 2011). Some scholars mention the need for personal attention to each participant by other learners and by the learning process facilitator (e.g.…”

Section: Stimulating Guidancementioning

confidence: 99%

“…as found in Lin 2010;Fisher et al 2013). If motivated and engaged, learners experience the feeling of 'being in the moment', also referred to as an autotelic experience (Pavlas et al 2012;Su, Chen, and Fan 2013).…”

Section: Stimulating Guidancementioning

confidence: 99%

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Conceptualizing playfulness for reflection processes in responsible research and innovation contexts: a narrative literature review

Meij

Broerse

Kupper

2017

Journal of Responsible Innovation

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Playfulness supports people in learning. This study synthesizes a framework for playfulness for one particular type of learning: responsible research and innovation (RRI) reflection processes. Playfulness design elements were extracted from literature about playfulness in various learning and reflection contexts, by inductive coding of playfulness conceptualizations, playful tool(s) descriptions and their effects. We extracted four activity principlesnarration, imagination, action-reflection and co-creationand three playfulness process requirementsexperimentation space, focus and stimulating guidance. Due to the utilized database search queries, important articles about RRI reflection processes are possibly overlooked. Also, overlaps between the design elements and gamification may exist. Last, their suitability for adults, offline and hybrid reflection processes require further investigation. We translate each playfulness design element into the context of RRI reflection processes and advise on how to use them in designing playful reflection processes, which can prove their anticipated fruitfulness. Nevertheless, due to the utilized database search queries, important articles about RRI reflection processes are possibly overlooked. Also, overlaps between the design elements and gamification may exist. Therefore, their suitability for adults, offline and hybrid reflection processes require further investigation.

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Section: Experimentation Spacementioning

confidence: 99%

Section: Focusmentioning

confidence: 99%

Section: Stimulating Guidancementioning

confidence: 99%

Section: Stimulating Guidancementioning

confidence: 99%

See 2 more Smart Citations

Conceptualizing playfulness for reflection processes in responsible research and innovation contexts: a narrative literature review

Meij

Broerse

Kupper

2017

Journal of Responsible Innovation

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show abstract

“…The questionnaire consisted of nine 6-point Likert scale items: five items to measure playfulness and four items to measure usefulness. The items that measured playfulness were all based on the 'direct play assessment' subscale from the play experience scale (Pavlas, Jentsch, Salas, Fiore, & Sims, 2012). The items that measured usefulness were all based on the 'usefulness' subscale of the Intrinsic Motivation Inventory (McAuley, Duncan, & Tammen, 1989).…”

Section: Test Materialsmentioning

confidence: 99%

When a game supports prevocational math education but integrated reflection does not

Vrugte

Jong

Wouters

et al. 2015

Computer Assisted Learning

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The present study addressed the effectiveness of an educational math game for improving proportional reasoning in prevocational education, and examined the added value of support in the form of reflection. The study compared four conditions: the game with reflection prompts, the game with reflection prompts plus procedural information, the game with procedural information only and the game without additional support. It was found that students' proportional reasoning skill improved after playing the game. The game managed to target prevocational students with low prior knowledge, a group that has the potential to understand proportional reasoning but has not yet encountered the right learning situation to live up to their potential. However, it was also found that students need to be computational fluent to profit from the game. Furthermore, no added value of the support was found. The way the support was structured may have been too demanding for most of the students. The fact that the prevocational students (and specifically those with low prior knowledge) improved by playing the game is noteworthy, because the topic of proportional reasoning is demanding for this group of students who often have lower abilities as well as in some cases a high resistance to learning.

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Game‐ and Simulation‐Based Approaches to Training

Grossman¹,

Heyne²,

Salas³

2014

The Wiley Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement

Self Cite

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The Play Experience Scale

Abstract: The PES is potentially relevant to human factors undertakings involving video games, including basic research into play, games, and learning; prototype testing; and exploratory learning studies.

Cited by 31 publications

References 25 publications

Conceptualizing playfulness for reflection processes in responsible research and innovation contexts: a narrative literature review

Conceptualizing playfulness for reflection processes in responsible research and innovation contexts: a narrative literature review

When a game supports prevocational math education but integrated reflection does not

Game‐ and Simulation‐Based Approaches to Training

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