The Process of Playful Learning in Higher Education: A Phenomenological Study

Abstract

Higher education faculty strive to adopt pedagogical approaches that generate student engagement, motivation, and quality learning experiences. The literature on play has much to offer higher education. However, playful pedagogy remains an uncommon approach in education and is often represented in the literature as a practice utilized for a singular purpose and not as an underlying teaching philosophy. This phenomenological study examines the meaning of students’ experiences of play as a foundation to learning. The themes that emerge are: 1) play is underutilized and devalued in higher education, 2) play cultivates relational safety and a warm classroom environment, 3) play removes barriers to learning, 4) play awakens students’ positive affect and motivation, and 5) play ignites an open and engaged learning stance to enhance learning.

In-verse reflection: structured creative writing exercises to promote reflective learning in medical students

“…Another connection with pedagogical practice in the humanities is the notion of “playful learning,” a relatively well-utilized pedagogy in school contexts (Kangas et al 2017 ; Mardell et al 2019 , 232) and one that is emerging in higher education (Forbes 2021 ), especially in the humanities disciplines (Jensen et al 2022 ). We had certainly hoped that our students would find the activities fun, but we were surprised at the number of comments that reflected enjoyment even alongside confusion or bewilderment.…”

“…Of course, ours is not the only method to draw on this element of humanities pedagogy; a similar underlying spirit can also be seen in the successful use of comics and other creative practices in medical education (Green 2013 ; Shapiro et al 2021 ; Maatman et al 2021 ). Such playful learning can be a valuable counter to the typical emphasis on the “logics of efficiency, competition and achievement” (Jensen et al 2022 , 206) that can characterize many medical courses, while other research suggests that play promotes learning and engagement and helps create relational safety and positive affect and motivation (Forbes 2021 ). Jensen et al ( 2022 ) go further to draw more direct links with humanities pedagogies: Addressing teaching activities as playful relates to broader aspects of humanities in higher education that aim to support the students’ development of judgment and active engagement in learning; of their individual, professional and social identity; and of meaningful life choices within and beyond their education.…”

Leadership learning through games in co‐curricular settings

“…Resistance to play in higher education revolves around perceptions of universities being serious spaces with clear expectations of what appropriate rigor and learning look like (James, 2019). Instructors who integrate playful pedagogy into their lessons may surface fears and concerns about being viewed as childish, foolish, or wasting time (Forbes, 2021; James, 2019; Whitton & Langan, 2019). In this sense, the co‐curricular space may have more freedom to use games because the out‐of‐classroom context does not require the use of grades, equips facilitators with different authority than faculty members, and allows for more formatting options (McRee & Haber‐Curran, 2016).…”

“…McRee and Haber‐Curran (2016) outline nine qualities that effective facilitators in multi‐day co‐curricular leadership experiences exhibit, including creating conducive learning environments, having enthusiasm and passion, bringing energy, and displaying humor. In other words, effective co‐curricular facilitators must infuse their experiences with playfulness to generate engaging and meaningful learning (Forbes, 2021; Whitton & Langan, 2019).…”

“…Playing games allows players to engage in productive inquiry, explore new things, and engage in social interaction while learning new skills. While we contend that the use of games within co‐curricular leadership development is common, there is minimal research that points specifically to the value of games within co‐curricular collegiate experiences (Forbes, 2021; McRee & Haber‐Curran, 2016). One of the challenges is that practitioners who coordinate co‐curricular experiences gather assessment data on student learning for primarily internal use and do not publish or widely share their findings (Peck, 2017).…”