Developing a three-strand approach to playfulness in learning development

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1438

Keywords:

playful-learning pedagogies, gamification, student engagement

Abstract

In this presentation, we outlined the development of a new Academic Skills Service at Oxford International Education Group, which, whilst supporting students from seven university-based international colleges, implemented a three-strand approach to playfulness in learning development. The presentation focused on three examples of playful approaches:

  • The use of digital and traditional game-based learning within otherwise performance-driven classes.
  • The creation of playful spaces in the form of extracurricular cross-college book and Maths movies clubs. 
  • The development of a gamified Moodle learning system through activity badging and levelling up.

 

These initiatives reflect current research regarding the value of playful approaches in student learning and in counterbalancing a predominantly performance-driven higher education environment (Langan and Smart, 2018; Whitton, 2018; Forbes, 2021). Firstly, game-based learning can increase student enjoyment, motivation, and participation in the learning process and promote social belonging (James and Nerantzi, 2019; Forbes, 2021). Secondly, online book/Maths clubs can operate as playful spaces where student learning is supported in a positive social environment and creativity and risk-taking become part of the learning process (Whitton, 2018; James and Nerantzi, 2019; Forbes, 2021). Thirdly, although the gamified Moodle learning system relies on extrinsic rewards, which reflect the performance-led ethos of HE (Nørgård, Toft-Nielsen and Whitton, 2017), it can also increase student motivation in completing learning activities.

This presentation proposed that learning development departments, whilst supporting student outcomes and the student experience, may encounter fewer performance-led constraints compared with programme-based delivery, enabling the utilisation of playful approaches that are otherwise underused in HE.

Author Biographies

Michelle Denby, Independent scholar

Michelle Denby is an experienced HE professional with over twenty years of expertise in teaching English language and literature, English for Academic Purposes and digital and academic literacies.  She is an independent scholar with extensive experience in academic leadership, programme and curriculum development and innovative assessment, previously serving as Head of Academic Skills at Oxford International Education Group, Head of English at Leeds International Study Centre and Programme Leader for BA (Hons) English at University Centre Doncaster.  Her scholarship focuses on innovative approaches to teaching, learning development and assessment, including playful learning and game-based learning approaches to enhance student engagement and outcomes; developing authentic assessment using student group projects, portfolios and digital projects (websites, wikis, blogs, enhanced presentations, videos, posters and podcasts); embedding academic skills in subject-based curricula; curriculum design to support student mental health and wellbeing; and technology-enhanced teaching and learning.  She is a Fellow of Advance HE and holds a PhD in postmodern and contemporary literature.

Sam Zelibe, Independent Scholar

Samuel Zelibe is an experienced mathematics educator with over a decade of expertise in teaching and curriculum development in higher education. He is currently an independent scholar. In his recent role at Oxford International Education Group (OIEG), Sam provided mathematics support services across multiple university pathway colleges, focusing on improving student engagement and progression through innovative instructional methods, including workshops, seminars, and digital resources.

Prior to joining OIEG, Sam served as a Lecturer in Mathematics at the Federal University of Petroleum Resources, Effurun, Nigeria, where he designed and delivered courses in operational research, data analysis, differential equations, and other advanced mathematical topics.

Sam is also deeply involved in the Scholarship of Teaching and Learning and has developed pioneering approaches to incorporating playfulness in learning development. His dedication to making mathematics accessible, engaging, and relevant to all learners is central to his teaching philosophy and practice.

References

Forbes, L.K. 2021, 'The Process of Play in Learning in Higher Education: A Phenomenological Study', Journal of Teaching and Learning, vol. 15, no. 1, pp. 57-73. Available at: https://doi.org/10.22329/jtl.v15i1.6515

James, A. & Nerantzi, C. 2019, The power of play in higher education: Creativity in tertiary learning, Palgrave Macmillan Ltd.

Langan, A.M. & Smart, F. 2018, 'Editorial: Playful Learning', Research in Learning Technology, vol. 26. Available at: https://doi.org/10.25304/rlt.v26.2079

Nørgård, R., Toft-Nielsen, C. & Whitton, N. 2017, 'Playful learning in higher education: developing a signature pedagogy', International Journal of Play, vol. 6, no. 3, pp. 272-282. Available at: https://doi.org/10.1080/21594937.2017.1382997

Whitton, N. 2018, 'Playful learning: tools, techniques, and tactics', Research in Learning Technology, vol. 26. Available at: https://doi.org/10.25304/rlt.v26.2079"

Forbes, L. K. 2021, 'The Process of Play in Learning in Higher Education: A Phenomenological Study', Journal of Teaching and Learning, vol. 15, no. 1, pp. 57-73. Available at: https://doi.org/10.22329/jtl.v15i1.6515

Lubbers, K., Cadwallader, J., Lin, Q., Clifford, C. & Frazier, L. D., 2023, “Adult Play and Playfulness: A Qualitative Exploration of its Meanings and Importance”, The Journal of Play in Adulthood, vol. 5, no. 2, pp. 1-19. doi: https://doi.org/10.5920/jpa.1258

Mavroudi, A., Almeida, T., Frennert, S., Laaksolahti, J. and Viberg, O. 2021. ‘A card game for designing activities for technology-enhanced learning in higher education.’ Education and Information Technologies, vol. 27, pp. 2367–2383.

Nørgård, R., Toft-Nielsen, C. & Whitton, N. 2017, 'Playful learning in higher education: developing a signature pedagogy', International Journal of Play, vol. 6, no. 3, pp. 272-282. Available at: https://doi.org/10.1080/21594937.2017.1382997

Piatt, K. ‘Playful Tools and Technologies’, 2019. In Whitton, N. and Moseley, A (eds). 2019, Playful Learning: Events and Activities to Engage Adults. Taylor & Francis. Kindle Edition.

Whitton, N. 2018, 'Playful learning: tools, techniques, and tactics', Research in Learning Technology, vol. 26. Available at: https://doi.org/10.25304/rlt.v26.2079

Whitton, N. and Moseley, A (eds). 2019, Playful Learning: Events and Activities to Engage Adults. Taylor & Francis. Kindle Edition.

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Published

31-10-2024

How to Cite

Denby, M. and Zelibe, S. (2024) “Developing a three-strand approach to playfulness in learning development”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1438.

Issue

No. 32 (2024): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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