Introducing play to higher education reduces stress and forms deeper connection material
Students fostered a more meaningful relationship with instructors when
play was introduced

Date:
June 14, 2021
Source:
University of Colorado Denver
Summary:
Higher education students are more engaged and motivated when they
are taught using playful pedagogy rather than the traditional
lecture-based method. Play also resulted in reduced stress and
anxiety.



FULL STORY ==========================================================================
A new study found higher education students are more engaged and motivated
when they are taught using playful pedagogy rather than the traditional lecture- based method. The study was conducted by University of Colorado
Denver counseling researcher Lisa Forbes and was published in the Journal
of Teaching and Learning.


========================================================================== While many educators in higher education believe play is a method that is solely used for elementary education, Forbes argues that play is important
in post-secondary education to enhance student learning outcomes.

Throughout the spring 2020 semester, Forbes observed students who were
enrolled in three of her courses between the ages of 23-43. To introduce playful pedagogy, Forbes included games and play, not always tied to
the content of that day's lesson, at the start of each class. She then
provided many opportunities for role-play to practice counseling skills,
and designed competitions within class activities.

During the study, students mentioned they saw more opportunities for
growth while learning in a highly interactive environment. Students also described that the hands-on nature of learning through play established
a means for skill acquisition, and they were able to retain the content
more effectively.

"As we grow older, we're conditioned to believe that play is trivial,
childish, and a waste of time," said Forbes. "This social script about
play leads to it being excluded from higher education. A more interactive learning approach leads to a deeper and more rigorous connection to
the material." To maintain what Forbes described as "rigor" within
higher education, the most common approach tends to be lecture-based
learning. However, according to Forbes, this mode of education is counter
to the very outcomes educators set out to achieve.

The results of the study suggest there is a unique and powerful classroom experience when play is valued and used in the learning process. According
to Forbes, students who participated in this study also indicated that
play increased positive emotions and connections with other students
and the professor in the course.

"I also saw that when I introduced play, it helped students let their
guard down and allowed them to reduce their stress, fear, or anxiety,"
said Forbes.

"Play even motivated students to be vulnerably engaged, take risks,
and feel more connected to the content." Play is underutilized and
devalued in higher education, according to Forbes.

She suggests educators reevaluate their understanding of using play
in graduate courses. Playful pedagogy creates an interactive and
warm learning environment, resulting in greater understanding of the
material. This method is also more aligned with the humanistic missions
and values of universities and programs.

========================================================================== Story Source: Materials provided by
University_of_Colorado_Denver. Original written by Meghan Azralon. Note: Content may be edited for style and length.


========================================================================== Journal Reference:
1. Lisa Forbes. The Process of Playful Learning in Higher Education: A
Phenomenological Study. Journal of Teaching and Learning, 2021;
15 (1): 57 DOI: 10.22329/jtl.v15i1.6515 ==========================================================================

Link to news story: https://www.sciencedaily.com/releases/2021/06/210614185602.htm

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