Playful Learning Experiences

Players use digital games as playgrounds for their interests, passions, values, and beliefs. Computer games entertain us, please our needs, challenge our abilities, make us engage with other players, and confront us with novel experiences. Today, video games foster learning, but how players connect their learning through playing games to their biographies is a question yet unanswered. This paper outlines basic theoretical assumptions on playful learning experiences and empirical insights into meaningful learning patterns. On this basis it presents the central results of an innovative qualitative study on playful learning biographies undertaken in 2010, and thereby aims to provide a reflected understanding of how today’s generation experiences deep and meaningful learning in their playful biographies. Furthermore, this paper examines the question on how games foster transformative learning and discusses consequences for educational settings and future research.

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The Inquiry, Communication, Construction and Expression (ICCE) Framework for Understanding Learning Experiences in Games

International Journal of Virtual and Personal Learning Environments ◽

10.4018/ijvple.2014040101 ◽

2014 ◽

Vol 5 (2) ◽

pp. 1-14 ◽

Cited By ~ 3

Author(s):

Mamta Shah ◽

Aroutis Foster

Keyword(s):

Qualitative Study ◽

Knowledge Construction ◽

Learning Experiences ◽

Digital Games ◽

Motivation To Learn ◽

Game Based Learning ◽

Games For Learning ◽

Research Frameworks ◽

Motivation And Achievement

There is a paucity of research frameworks that focus on aiding game selection and use, analyzing the game as a holistic system, and studying learner experiences in games. There is a need for frameworks that provide a lens for understanding learning experiences afforded in digital games and facilitating knowledge construction and motivation to learn. Towards this goal, the purpose of this article is to introduce the inquiry, communication, construction, and expression (ICCE) framework. This qualitative study with interviews and observations examined the mathematics game Dimension M. It was analyzed using the ICCE framework. It reports the interpretive results of twenty 9th graders' motivation and achievement in a game-based learning course to learn mathematics using Dimension M. The ICCE framework may be a valuable tool for aiding teachers to assess the efficacy of games for learning and for students to benefit from the possible designed experiences within games.

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Naar een procesmodel voor pesterijen op het werk: een kwalitatieve studie

Gedrag & Organisatie ◽

10.5117/2007.020.001.004 ◽

2007 ◽

Vol 20 (1) ◽

Author(s):

Elfi Baillien ◽

Inge Neyens ◽

Hans De Witte

Keyword(s):

Qualitative Study ◽

Literature Review ◽

Process Model ◽

Workplace Bullying ◽

Coping Mechanisms ◽

Organizational Characteristics ◽

Future Research ◽

Theoretical Assumptions

Towards a process model of workplace bullying: A qualitative study Towards a process model of workplace bullying: A qualitative study E. Baillien, I. Neyens & H. de Witte, Gedrag & Organisatie, volume 20, maart 2007, nr. 1, pp. 6-20 Workplace bullying refers to persistent exposure to negative behaviours at work. The literature has highlighted several important aspects of the bullying process. The current study aims to integrate these attempts to understand the development of bullying into a global process model. This model is based on (1) a literature review and (2) a qualitative study. Eighty-seven inductive case analyses are used to clarify the theoretical assumptions, and to identify conntections between them. On the basis of the analyses a three way process model was formulated. Firstly, bullying can result from destructive coping mechanisms related to frustration. Secondly, bullying can result from escalated conflicts. And thirdly, bullying can result from specific team- or organizational characteristics, such as a culture of gossip. Implications for future research as well as for practice are discussed.

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Addressing "Who Are You as a Scholarly Professional?" Through Artful and Creative Engagement

LEARNing Landscapes ◽

10.36510/learnland.v9i2.784 ◽

2016 ◽

Vol 9 (2) ◽

pp. 417-431

Author(s):

Tim Molnar ◽

Heather Baergen

Keyword(s):

Transformative Learning ◽

Graduate Student ◽

Learning Experiences ◽

Meaningful Learning ◽

Graduate Level ◽

Visual Journal ◽

Graduate Level Education

This work o ers examples and discussion of the work of participants in a graduate- level education course where creative engagement and meaningful learning through artful inquiry were pursued in addressing the question, "Who are you as a scholarly professional?" We provide a brief description of the nature of coursework, followed by descriptions of participants’ work, and the authors’ experiences as graduate student and instructor in creating a Visual Journal and conducting the experience, respectively. There is a discussion of the motivations, challenges, and outcomes experienced by the authors as they seek to create meaningful and transformative learning experiences for themselves and others.

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Transformative Learning of Pre-Service Teachers during Study Abroad

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v15i2.12911 ◽

2015 ◽

pp. 42-55 ◽

Cited By ~ 14

Author(s):

Angela Vatalaro ◽

Judit Szente ◽

Judith Levin

Keyword(s):

Study Abroad ◽

Transformative Learning ◽

Learning Experiences ◽

International Study ◽

Reggio Emilia ◽

Global Competence ◽

Future Research ◽

Global Awareness ◽

Study Abroad Programs ◽

Study Abroad Program

Only a small percentage of pre-service teachers are exposed to meaningful, comprehensive curricula that enhance global competence (Lucas & Villegas, 2002; Tucker, 1982; Wells, 2008). In response to pre-service teachers’ limited exposure to diverse curricula, many universities offer international study abroad programs that provide students with experiences designed to increase multicultural and global awareness that they may not receive in their regular coursework. This paper shares how a Study Abroad Program to Reggio Emilia, Italy transformed pre-service teachers’ learning experiences. Conclusions, discussions, and recommendations for future research are also included.

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“The Power of Many Minds Working Together”: Qualitative Study of an Interprofessional, Service-Learning Capstone Course

Journal of Research in Interprofessional Practice and Education ◽

10.22230/jripe.2014v4n2a170 ◽

2014 ◽

Vol 4 (2) ◽

Cited By ~ 3

Author(s):

Sheila Adams Leander ◽

S. Maggie Maloney ◽

Irma Ruebling ◽

Rebecca Banks ◽

David Pole ◽

...

Keyword(s):

Service Learning ◽

Qualitative Study ◽

Transformative Learning ◽

Athletic Training ◽

Interprofessional Education ◽

Critical Reflection ◽

Clinical Laboratory ◽

Medical Science ◽

Future Research ◽

Course Objectives

Background: An interprofessional faculty group analyzed a critical reflection assignment of students in a service-learning practicum interprofessional education (IPE) course. Students were from ten programs: physical therapy, occupational therapy, nuclear medicine technology, radiation therapy, athletic training, nursing, investigative medical science, cytotechnology, nutrition and dietetics, and clinical laboratory science. Research questions investigated what the assignments revealed about students’ application of beliefs, emotions, and behaviours, and if course objectives were met.Methods and Findings: This qualitative study retrospectively analyzed one critical reflection from the course conducted in 2011. Researchers selected a stratified sample of 40 assignments from a population of 278. Nine major themes emerged: achieving IPE outcomes, engaging in team process, learning culture/community engagement, being client/patient centred, becoming aware of behaviours, experiencing barriers, articulating beliefs, connecting with course objectives, and expressing emotions.Conclusions: In an IPE practicum course, transformative learning was evident. Students articulated beliefs, emotions, and behaviours related to interprofessional teamwork. Students expressed detailed understanding of team processes. For future research, critical reflection assignments were useful to assess student beliefs, emotions, and behaviours in a practicum course. We suggest studying practice among health professionals who have experienced IPE compared with those who have not had IPE in their professional curricula.

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Student Anticipations and Reactions to Hybrid Format Education

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.76 ◽

2008 ◽

Vol 11 (2) ◽

pp. 76-82 ◽

Cited By ~ 4

Author(s):

Sarah M. Ginsberg

Keyword(s):

Qualitative Study ◽

Learning Styles ◽

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Learning Experiences ◽

Traditional Classroom ◽

Traditional Learning ◽

Online Platform ◽

Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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