Patterns and representation in play-based learning
A systematic meta-synthesis of empirical studies in K-13+ settings
Bibliographic Data
| ID | 22166180 |
|---|---|
| Authors | Steph N Dean (0000-0003-4263-4864, Clemson University, corresponding author), Julianne A Wenner (0000-0002-8278-8836, Clemson University) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-03-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1557001 |
| OpenAlex | W4408363800 |
| Language | EN |
| Citations received | 2 |
| References cited | 75 |
This systematic review provides a comprehensive meta-synthesis that examines empirical research on the implementation of play-based learning in formal educational settings. The review aims to identify patterns in the enactment of play-based learning, including its representation across academic disciplines, methodologies, grade levels, geographic contexts, and key indicators of play—choice, wonder, and delight. A comprehensive search across nine databases yielded 1,475 studies, of which 87 met stringent inclusion criteria: empirical, K-13+ formal settings, and an intentional learning objective tied to play. We extracted data from each study and used thematic synthesis to analyze patterns across multiple dimensions. Findings indicate that play-based learning is predominantly explored in early childhood and elementary education, with limited research on its implementation in secondary and post-secondary contexts. Studies were concentrated in North America and Europe, highlighting a need for greater geographic diversity. Findings also reveal significant gaps in nature-based play and its role in formal learning environments. Limitations include potential selection bias due to English-language restrictions and the exclusion of studies without a curricular focus. This review underscores the need for broader research on play-based learning, particularly in underrepresented populations and adolescent education. By providing a systematic overview of current research trends and limitations, this meta-synthesis contributes to the growing body of knowledge on play-based learning and informs future research directions
Data science · Empirical research · Meta-analysis · Political science · Statistics · Child Development and Digital Technology · Child Therapy and Development · Computer Science · Education and Technology Integration · Mathematics · Medicine · Artificial Intelligence
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Qualitative Research Design
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |