The Journal for Education in the Built Environment, 4 (2).
Available from: http://eprints.uwe.ac.uk/12423
- Published Version
Publisher's URL: http://ctiweb.cf.ac.uk/jebe/pdf/LouisRice4(2).pdf
This paper explores the use of playful learning as an approach to teaching and learning. The research used the playful aspects of the 'dérive' (an approach to understanding an environment developed by the Situationists group) as a vehicle to examine this approach. Learning through play is well documented for children and although less researched for adults there are clear pedagogic aims: play is seen an important process that can aid learning in a variety of ways. This paper explores the potential of playful learning, using semi-structured questionnaires and a focus group in a School of Planning and Architecture. The research presents findings that playful learning can be effective in motivating and improving student engagement, promoting creative thinking towards learning and developing approaches towards multi-disciplinary learning. There was also evidence that a playful approach towards learning and knowledge can facilitate ontological change within students. The research recommends that this approach can be relevant and helpful to students in creative and collaborative working environments.
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