Playful learning in higher education

Developing a Signature Pedagogy

Bibliographic Data

ID4486038
AuthorsRikke Toft Nørgård (0000-0003-0481-6683, Aarhus University), Claus Toft-Nielsen (0009-0002-2871-9052, Aarhus University), Nicola Whitton (0000-0002-3085-5275, Manchester Metropolitan University, corresponding author)
Year2017
Volume6
Issue3
Pages272-282
Publication date2017-09-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Journal of Play (JOURNAL)
Journal identifiersISSN: 2159-4937 • E-ISSN: 2159-4953
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/21594937.2017.1382997
OpenAlexW2767045316
LanguageEN
Citations received26
References cited29

Increased focus on quantifiable performance and assessment in higher education is creating a learning culture characterized by fear of failing, avoidance of risk, and extrinsic goal-oriented behaviours. In this article, we explore possibilities of a more playful approach to teaching and learning in higher education through the metaphor of the ‘magic circle’. This approach stimulates intrinsic motivation and educational drive, creates safe spaces for academic experimentation and exploration, and promotes reflective risk-taking, ideation and participation in education. We present a model of playful learning, drawing on notions of signature pedagogies, field literature, and two qualitative studies on learner conceptions of enjoyment and reasons for disengagement. We highlight the potential of this approach to invite a different mind-set and environment, providing a formative space in which failure is not only encouraged, but a necessary part of the learning paradigm

Disengagement theory · Formative assessment · MAGIC (telescope · Mathematics education · Metaphor · Pedagogy · Set (abstract data type · Computer Science · Educational Games and Gamification · Higher Education Practises and Engagement · Online and Blended Learning · Psychology