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As the dominant pursuit of childhood and adolescence, play encompasses social, emotional, and intellectual development (Van Hoorn, Nourot, Scales, & Alward, 2011). The substance of play is derived from the social and emotional worlds of players while providing an opportunity for developing an understanding of self and others (Van Hoorn, et. al., 2011). Recognizing play and its substance as an essential means of development can allow educators to both leverage and promote learning. Because play in the 21st century often includes technology-based games, activities, and discovery experiences (Marsh, 2010), simulations offer opportunities for extended play through technology (Van Hoorn et al., 2011).
Digital simulations can be leveraged to promote extended play that develops logical-mathematical thinking. This type of thinking includes understandings created through cause and effect relationships explored during physical activities, development of schemes for interpreting surroundings, and symbolic transformations intrinsic to role playing (Van Hoorn et al., 2011). Because simulations allow for ideas and concepts to be “played out” through various scenarios and perspectives, critical thinking and problem solving are developed through this play.
In order to understand the impact of a technology-rich learning environment on learner curiosity in a sixth grade mathematics classroom, researchers conducted a qualitative case study that examined students’ curiosity while deepening their conceptual knowledge building using five different virtual manipulatives or simulations (McLeod, Vasinda, & Dondlinger, 2012; McLeod, 2011). Although the study was part of a more comprehensive project focused on examining whether, how, and why students demonstrated curiosity with technology-integrated learning, analysis of data from student interviews yielded several codes across all four categories that tied directly to play in general and ludic activities specifically. Indeed, one of three prominent themes identified through this analysis was Digital Play (McLeod, 2011). This article further examines the concept of play and presents the results of data analysis that supported the Digital Play theme, first defining simulations and theories of play and then examining aspects of the virtual manipulatives that led to play and ludic activities.