Experiencing playful learning in theory and practice with students in higher education
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Authors
Author (Corporation)
Publication date
01.2025
Type of student thesis
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Type
01A - Journal article
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Parent work
HINT. Heidelberg Inspirations for Innovative Teaching
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Volume
Volume 6
Issue / Number
1
Pages / Duration
97-120
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heiJOURNALS
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Abstract
This paper argues that action-oriented teaching and playful learning benefit not only younger learners but also students in higher education, reflecting a fundamental connection between people and play. Effective integration of games into university courses requires instructors to understand and communicate their complexity. Playful learning must extend beyond theory through continuous practice, experimentation, and reflection. Students need opportunities to experience and design games to internalize their educational impact. The article presents a course for prospective elementary teachers that combines theory, gameplay, development, and reflection, aiming to highlight analog educational games as effective pedagogical tools for subject-specific learning across educational levels.
Keywords
playful learning, free play, teaching concept, instructional game
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ISBN
ISSN
2702-7694
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
peer-reviewed
Open access category
Diamond
License
Citation
Moser, G. (2025). Experiencing playful learning in theory and practice with students in higher education. HINT. Heidelberg Inspirations for Innovative Teaching, Volume 6(1), 97–120. https://doi.org/10.11588/hint.2025.1.114742