Exploring Play as the Nexus of Games and Playfulness

Authors

DOI:

https://doi.org/10.34190/ecgbl.18.1.2718

Keywords:

Playful Learning,, Games,, play, Playfulness

Abstract

In this paper we provide an original theoretical framework for conceptualising the relationship between play, games, and playfulness. This framework is intended to support in understanding the different potential benefits and drawbacks of the use of games and playful approaches in universities. To evidence its significance across the sector, we apply the framework to seven different forms of play pedagogy used in Higher Education. First, we define and differentiate between games as problem-solving systems and playfulness as an engagement philosophy. We highlight the advantages of games as experiential learning environments and as intrinsically engaging tools, and the benefits of playfulness for promoting lusory attitudes within ludic communities. We argue that play – encompassing both an activity form and state of mind – can be conceived as the nexus of games and playfulness, bringing the affordances of both as well as additional synergistic benefits relating to the normalisation of failure. Second, we present a taxonomy of seven forms of playful learning in higher education that emerged from a large-scale literature review of the use of play in higher education over the past fifty years. These are: roleplay, simulations, traditional play, play worlds, ludification, playmaking, and alternate realities. This taxonomy is then tested against the literature base to provide a suite of examples of different ways in which playful learning encompass games and playfulness. We conclude by discussing the limitations and potential uses of this approach when applied to the practice of play as a pedagogy.

Author Biographies

Nicola Whitton, Northumbria University

Nicola Whitton is Professor of Digital Learning and Play in the department of Computing and Information Science at the University of Northumbria in Newcastle, UK. Her research focuses on play in adulthood, in particular games and learning in the context of Higher Education, and the potential of play in teaching, research, and academic practice. She has written two books on games and education and has edited five other collections. Her most recent projects have focused on the potential of escape room design for learning.

Alex Moseley, Anglia Ruskin University

Dr Alex Moseley is Head of Anglia Learning and Teaching at Anglia Ruskin University, where he leads strategic approaches to learning, teaching, assessment, academic development and digital learning. He is a National Teaching Fellow, a Principal Fellow of AdvanceHE, and a Visiting Fellow at the Centre for Higher Education Futures, Aarhus University. His research area is playful learning for adults in education and museums. He has published widely on play and games for learning (playful learning); designs games - principally non-digital; was part of the team behind the first charity Alternative Reality Game, Operation: Sleeper Cell; and is a certified LEGO® SERIOUS PLAY® Facilitator. He co-chairs the Playful Learning Association and co-organises the Playful Learning Conference.

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Published

2024-10-07