When we think of play, our minds immediately envision a child learning and having fun. Rarely do we picture students in a college classroom. Play is the earliest form of learning experienced by children, but as they grow, these playful experiences seem to decrease. By the time students reach higher levels of education, play seems to have disappeared entirely from the classroom. However, research has shown that play is essential, not just for children, but for adult learners as well and has a significant impact on learning outcomes.
Lisa Forbes, an Assistant Clinical Professor in the Counseling Program at the University of Colorado Denver, conducted a study to understand adult students' experiences of the inclusion of play as an all-encompassing foundation to the learning process. Forbes’ study allowed her to make the following findings: Play…
- is underused and devalued in higher education.
- cultivates relational security and a warm classroom environment.
- removes barriers to learning.
- awakens positive affect and motivation in students.
- triggers an open and engaged learning attitude to enhance learning.
Play is a multi-layered phenomenon, according to Forbes. When integrated into higher education classrooms, play can be small actions such as playing music as students enter the room or facilitating an ice-breaker activity or it can be larger initiatives such as creating a game to teach a specific concept or even the entire content of a course. Play can even be unrelated to the content in order to lighten the mood and encourage interpersonal connections.
Let's take a look at some simple, practical ways to start incorporating play into your classroom.
Embrace your Playful Side
According to David Thomas, co-author of the Professors at Play Playbook, teachers who have a natural capacity for fun — which he sees as a form of play in itself — are more likely to engage students and are the ones with whom students connect the most.
You might be thinking, “But, I’m not naturally a “playful” person.” There are many ways to embrace playfulness in the classroom even if it makes you feel a bit uncomfortable. If you are not a humorous person by nature, perhaps humor is not the best method for you to incorporate play. Instead, experiment with some fun elements like adding music to your powerpoint slides which can spark joy and help ease stress.
Teresa Thompson, a tenured accounting professor at West Valley College in Saratoga, California, injected a little playfulness into her financial accounting course by adding some creativity to her syllabus document. Thompson shared, “I was on the “Barbie” train after enjoying the cultural “femomenon” from Greta Gerwig last summer and decided to adopt that theme for my syllabus. I had a blast doing it and carried the theme throughout the whole semester.”
Another way to embrace play is through storytelling. Tell stories about yourself. Share your interests, hobbies, struggles, and successes. Encourage students to share their stories as well. This is a great way for students to get to know you better as a whole person which strengthens the instructor to student relationship. Lisa Forbes points out that if the teacher has developed a strong relationship with their students, the techniques and tools they use should be much more effective. In addition, students are also more willing to receive feedback from a teacher with whom they have a strong relationship, which is an essential factor in improving learning.
Begin with Connection-Builders
Commonly referred to as ice-breakers, these activities help students build connections with one another and create a sense of community. Sharon Lauricella and T. Keith Edmunds share in their book, “Ludic Pedagogy: A Seriously Fun Way to Teach and Learn,” that fun, play, and playfulness are social by nature. It is this social nature that positively impacts well-being. Providing opportunities for students to interact in a playful manner, for example, in small discussion groups enhances interpersonal connections and all the benefits associated with them.
Trista Nilsson, a senior lecturer in the English and Communication Department at Nazareth University, suggests giving students a card with a symbol/picture on it as they come into class. Ask them to find the other student in the class with the same picture and then find something they have in common. Have them share what they’ve learned with the class, if there’s time and willingness.
Another simple connection-building activity is to use the first five minutes of class to encourage students to “say hi to a neighbor.” Ask students to speak to someone they don’t usually sit beside to say “hi” and “how is your week going?” This encourages new friendships and community in the class and may offer students the chance to learn from someone new.
Incorporate Fun Objects and Games
Including objects, such as dice, playing cards, spinners, timers, and games can kickstart play in your class.
Lauricella and Edmunds state that play begins with anticipation—as students begin to see the shapes of new ideas, they experience the tension and excitement of learning. The play itself is any tool that allows the student to engage with and experiment with new concepts. Low-tech puzzles, games, and even surveys are great ways to engage students with your content. One idea might be to review content from a previous class in a one-on-one quiz show format, but everyone plays at the same time, in pairs.
Teresa Thompson shares several games she uses in her classroom to increase play and engage her students. One example is an “escape room,” but not in a traditional sense where students are locked in a room and have to unlock the door. Rather, she puts together a series of worksheets that include puzzles related to the course material. Thompson explains, “Once the groups believe they have completed a worksheet (by entering the four-digit code requested at the bottom), they check their work with me. If it is correct, I say they have “unlocked that puzzle” and may continue to the next one as I hand them a new worksheet. This process is a fun way for students to complete a rather lengthy analysis and also encourage check-ins at key milestones to make sure they are on the right track before continuing.”
Getting Support
Our classrooms can be playful and offer rigorous learning experiences at the same time! If you are interested in learning more about playful pedagogy and how to incorporate play into your class, please reach out to the LSA Learning and Teaching Consultants.
References
Forbes, L. (2021). The Process of Play in Learning in Higher Education: A Phenomenological Study. Journal of Teaching and Learning. Vol. 15, No. 1, p. 57-73. https://.doi.org/10.22329/jtl.v15i1.6515
Forbes, L., & Thomas, D. (2022, December 8). Professors at Play Playbook: Real-world techniques from a more playful higher education classroom. ETC Press. https://press.etc.cmu.edu/books/professors-play-playbook
Lauricella, S., & Edmunds, T. (2023). Ludic Pedagogy: A Seriously Fun Way to Teach and Learn. Rowman & Littlefield. https://rowman.com/isbn/978-1-4758-7165-4
Nilsson, T. (2024, September 16). Journeying Back to Joy in the Classroom. Faculty Focus. https://www.facultyfocus.com/articles/effective-teaching-strategies/journeying-back-to-joy-in-the-classroom/
Thompson, T. (2024, August 21). The Unexpected Benefits of Play. Faculty Focus. https://www.facultyfocus.com/articles/effective-teaching-strategies/the-unexpected-benefits-of-play/
