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What is Play

Chapter 5
Optimizing Education Through Micro-Lessons: Engaging and Adaptive Learning Strategies
This is an activity where the players show ability for explore, imagine, and make decisions.
Published in Chapter:
Microlearning Within a Constructivist Learning Approach Using Games as the Pedagogic Tool
Karen T. Odhiambo (University of Nairobi, Kenya)
Copyright: © 2024 |Pages: 19
DOI: 10.4018/979-8-3693-0195-1.ch005
Abstract
The knowledge era has placed new demands on learning with theoretical forerunners in critical thinking and creativity. This has called for emphasis on learning strategies that have not been applied as they should, such as “Microlearning.” The author intends to do this using game-based play as the pedagogic tool. Microlearning is a way of teaching and delivering content to learners in bite-sized at 3-5 minutes bursts. The approach towards microlearning game-based approach is desirable regarding the want to develop cognitive capacities and reflection on learning processes that have today taken center stage. The author will address this issue with a view of developing logic of thinking and a conceptual model that creates synergies with games as the pedagogic tool within microlearning design guided by constructivist epistemology as the theory of learning.
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Chapter 38
Art and Technology for Health
Human behaviours which are intended to be intrinsically enjoyable and not primarily directed towards useful outcomes.
Published in Chapter: Art and Technology for Health; From: Handbook of Research on Information Technology Management and Clinical Data Administration in Healthcare
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Chapter 18
Globalized Physical Education Teaching Proposal for Five-Year-Olds Knowing the World Pirate
It is any activity that is carried out with the purpose of having fun and enjoying.
Published in Chapter: Globalized Physical Education Teaching Proposal for Five-Year-Olds Knowing the World Pirate; From: Physical Education Initiatives for Early Childhood Learners
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Chapter 3
Building Socio-Emotional Skills Through Play to Cope With Hospitalization
Physical or mental intrinsically motivated activity eventually beneficial for engaging children in enjoying the new learning.
Published in Chapter: Building Socio-Emotional Skills Through Play to Cope With Hospitalization; From: Handbook of Research on Play Specialism Strategies to Prevent Pediatric Hospitalization Trauma
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Chapter 13
Play in Children With Autism Spectrum Disorder: Development and Characteristics
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Chapter 7
Designing BioSim: Playfully Encouraging Systems Thinking in Young Children
Acting in particular ways possibly aligned with rules that govern an imaginary space.
Published in Chapter: Designing BioSim: Playfully Encouraging Systems Thinking in Young Children; From: Handbook of Research on Serious Games for Educational Applications
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Chapter 17
Does Gadget Usage Hamper the Psychological Aspects of Pre-Schoolers?
Play has been defined as any activity freely chosen, intrinsically motivated, and personally directed. Play is not a specific behaviour, but any activity undertaken with a playful frame of mind.
Published in Chapter: Does Gadget Usage Hamper the Psychological Aspects of Pre-Schoolers?; From: Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education
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Chapter 9
The Importance of Play for Parents of Hospitalized Children
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Chapter 20
Corporeal Architecture: A Methodology to Teach Interior Design and Architecture With a Focus on Embodiment
Exploratory activity which involves curiosity, active imagination and interaction with the body and other bodies and objects in an environment for the pursuit of joy, development of creative tasks, problem solving and social/emotional bonding.
Published in Chapter: Corporeal Architecture: A Methodology to Teach Interior Design and Architecture With a Focus on Embodiment; From: Handbook of Research on Methodologies for Design and Production Practices in Interior Architecture
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Chapter 1
An Embedded Approach to Equipping Pre-Service Teachers to Leverage Technology in Practice
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Chapter 16
I Play I Learn: Introducing Technological Play Theory
The freedom of curiosity and movement within a bounded structure.
Published in Chapter: I Play I Learn: Introducing Technological Play Theory; From: Handbook of Research on Teacher Education and Professional Development
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Chapter 10
Unifying Instructional and Game Design
An experience that must have the following features: it must be voluntary, it must be superfluous (it can be suspended/deferred at a moment’s notice), it creates order and has rules, it promotes the formation of social groupings, and it differs from ordinary life in terms of duration and/or location (Huizinga, 1955).
Published in Chapter: Unifying Instructional and Game Design; From: Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches
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Chapter 14
Play Therapy for Children With Neurodevelopmental Disorders
It is a physical or mental activity that engages the individual either for enjoyment or recreation.
Published in Chapter: Play Therapy for Children With Neurodevelopmental Disorders; From: Emerging Trends in the Diagnosis and Intervention of Neurodevelopmental Disorders
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Chapter 6
An Update Proposal for Article 31 of the UN Convention: Play Is a Human Right in All Life Settings
The Convention on the Rights of the Child recognizes that free play is not an optional extra for children: it is fundamental to their physical, social, mental, and emotional development and intrinsic to their health and happiness in the present moment.
Published in Chapter: An Update Proposal for Article 31 of the UN Convention: Play Is a Human Right in All Life Settings; From: Handbook of Research on Play Specialism Strategies to Prevent Pediatric Hospitalization Trauma
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Chapter 3
Breakout of a Traditional Classroom Reality With Game-Based Learning Pedagogy
As university instructors and former K-12 educators we believe that learning should be enjoyable, generally collaborative, and should lead students to want to learn more. Students should be given time to experiment with ideas - what can be called “play.” We do not mean that “play” in this sense is necessarily competitive, although we do not exclude the idea.
Published in Chapter: Breakout of a Traditional Classroom Reality With Game-Based Learning Pedagogy; From: Handbook of Research on Innovative Digital Practices to Engage Learners
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Chapter 49
Play and Play Therapy
Play is the most powerful, the purest, and the most effective form of communication language and self-expression available. It is critical in a child’s physical, social and intellectual development.
Published in Chapter: Play and Play Therapy; From: Encyclopedia of E-Leadership, Counseling and Training
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Chapter 327
The Use of Electronic Games in Distance Learning as a Tool for Teaching and Learning
“something one chooses to do as a source of pleasure, which is intensely and utterly absorbing and promotes the formation of social groupings” (Prensky 2001, p. 112).
Published in Chapter: The Use of Electronic Games in Distance Learning as a Tool for Teaching and Learning; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 10
PLAYER: A European Challenge Game to Discover Young Entrepreneurs
Behavior of exercising abilities in and of the abilities themselves, in which the cognitive, affective or perceptual exploration by individuals of the act of exercising the ability suffices as the motivation for exercising the ability. Play is defined by the agent’s initiative in that its outcomes as an activity are never pre-determined. Play furthermore is not limited by constraints of space or time. Play is free and non-obligatory and non-productive at least in itself – play can lead to benefits, but these are never its ostensive purpose. Finally, play is fundamentally abstract from the standpoint of concrete physical rules and goals of the objective world that is external to play.
Published in Chapter: PLAYER: A European Challenge Game to Discover Young Entrepreneurs; From: Handbook of Research on Serious Games as Educational, Business and Research Tools
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Chapter 1
Integrating SEL Into Online Learning for Lower Elementary Learners in an International School Context: Stories From the Online Classroom
The joyful mode of learning that is engaged through hands-on, exploratory practices and is often utilized in early learning classrooms.
Published in Chapter: Integrating SEL Into Online Learning for Lower Elementary Learners in an International School Context: Stories From the Online Classroom; From: Exploring Social Emotional Learning in Diverse Academic Settings
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Chapter 1
Fidelity and Play Model: Balancing Seriousness
Experience of performing activities within a context governed by rules.
Published in Chapter: Fidelity and Play Model: Balancing Seriousness; From: Handbook of Research on Promoting Economic and Social Development Through Serious Games
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Chapter 19
Play-Based Literacy Instruction: Interactive Learning in a Kindergarten Classroom
We define pla y and dramatic play interchangeably to mean the transformation of objects, situations, or identity through active engagement in role-playing ( Rubin, Fein, & Vandenberg, 1983 ).
Published in Chapter: Play-Based Literacy Instruction: Interactive Learning in a Kindergarten Classroom; From: Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners
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Chapter 5
Simulations in Business Education: A Case Study of Cesim™ Global Challenge
A fun, spontaneous, and adaptive activity whereby a subject learns by exploring and experiencing.
Published in Chapter: Simulations in Business Education: A Case Study of Cesim™ Global Challenge; From: Teaching, Learning, and Leading With Computer Simulations
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Chapter 1
Creating Authentic Spaces in Early Childhood Classrooms: Recommendations and Reflections of Successful Practices
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Chapter 6
Games We Play: Wellbeing of Players of Live and Digital Games
A voluntary activity that is conducted for its own sake, for enjoyment and recreation rather than a serious or practical purpose.
Published in Chapter: Games We Play: Wellbeing of Players of Live and Digital Games; From: Multifaceted Approach to Digital Addiction and Its Treatment
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Chapter 14
Understanding Culturally Responsive Play Through Drama-Based Pedagogy
Something fun and that all children do. A way in which children learn.
Published in Chapter: Understanding Culturally Responsive Play Through Drama-Based Pedagogy; From: Professional and Ethical Consideration for Early Childhood Leaders
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Chapter 14
Fun and Games: How to Actually Create a Gamified Approach to Health Education and Promotion
Is the element in an activity that allows for experimenting with reality and learning from it, without facing the harshest level of consequence; play usually elicits positive emotions and even flow; a crucial part of human development (children especially learn by playing) and experience it permits testing attitudes, behaviors and strategies because it temporarily suspends the effect of consequences, while informing subjects of what the results of their actions would be.
Published in Chapter: Fun and Games: How to Actually Create a Gamified Approach to Health Education and Promotion; From: Handbook of Research on Solving Modern Healthcare Challenges With Gamification
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Chapter 6
Children's Development: A Glance Into Early Childhood Education and Family Dynamics
Play is defined as child-directed activities that provide enjoyment and recreation, while promoting children's development.
Published in Chapter: Children's Development: A Glance Into Early Childhood Education and Family Dynamics; From: International Perspectives on Modern Developments in Early Childhood Education
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Chapter 219
Enhancing Workplaces with Constructive Online Recreation
Activities in which individuals and groups engage that stimulate various aspects of personal and social functioning without necessarily being related to particular utilitarian outcomes.
Published in Chapter: Enhancing Workplaces with Constructive Online Recreation; From: Encyclopedia of Information Science and Technology, Second Edition
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Chapter 11
Play Work and Play Therapy
A child-centred activities that is fun and a way of learning by a child.
Published in Chapter: Play Work and Play Therapy; From: International Perspectives on Modern Developments in Early Childhood Education
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Chapter 14
Playing With Differences: Social-Emotional Learning to Reduce Bullying and Promote Inclusivity
It is an activity that is enjoyable, spontaneous, and voluntary that involves the active engagement of the player but is not focused on the attainment of an extrinsic goal.
Published in Chapter: Playing With Differences: Social-Emotional Learning to Reduce Bullying and Promote Inclusivity; From: Developing Inclusive Environments in Education: Global Practices and Curricula
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Chapter 14
Stories, Games, and Learning through Play: The Affordances of Game Narrative for Education
A behavior that is not always fun but involves thinking (i.e., cognition), strategy, rules, and often imagination and creativity in the context of a game setting and mechanics (e.g., scores, timed responses, competition).
Published in Chapter: Stories, Games, and Learning through Play: The Affordances of Game Narrative for Education; From: Handbook of Research on Serious Games for Educational Applications
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Chapter 10
Play Interventions for Hospitalized Children With Disability
A simulation of reality that can help children explore their world and build knowledge.
Published in Chapter: Play Interventions for Hospitalized Children With Disability; From: Handbook of Research on Play Specialism Strategies to Prevent Pediatric Hospitalization Trauma
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Chapter 57
Conceptual Play Spaces
Play is described as having the following elements: (1) intrinsically motivated and self-initiated, (2) non-literal and pleasurable, (3) process-oriented, (4) exploratory and active, and (5) governed by rules.
Published in Chapter: Conceptual Play Spaces; From: Handbook of Research on Effective Electronic Gaming in Education
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Chapter 16
Training the BE Trainee Teacher in Drama: A Focus on English and Science
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Chapter 15
Crossing the Chasm: Hurdles to Acceptance and Success of Serious Games
Involved, intrinsically-motivated exploration of situations which are not perceived by the individuals as leading to survival decisions.
Published in Chapter: Crossing the Chasm: Hurdles to Acceptance and Success of Serious Games; From: Handbook of Research on Serious Games as Educational, Business and Research Tools
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Chapter 4
Staging Theatrical Child-Centric Violence: Aesthetic Ownership in The Pillowman
A written work of drama intended to be staged as a theatrical performance rather than just read.
Published in Chapter: Staging Theatrical Child-Centric Violence: Aesthetic Ownership in The Pillowman; From: Handbook of Research on Aestheticization of Violence, Horror, and Power
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Chapter 18
Integrating Mathematics and Science Methods Classes With an Afterschool STEM Club
The creativity and flexibility within mathematics. Often useful when initially engaging with a manipulative.
Published in Chapter: Integrating Mathematics and Science Methods Classes With an Afterschool STEM Club; From: Handbook of Research on Field-Based Teacher Education
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Chapter 14
Application of Playful Robotics to Advance Cognitive Development and Meaningful Learning Among Early Learners
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Chapter 27
New Media and the Virtual Workplace
(1) As opposed to “work,” a pleasurable activity pursued for its own sake. (2) The free range of movement allowed before work becomes possible.
Published in Chapter: New Media and the Virtual Workplace; From: Handbook of Research on Virtual Workplaces and the New Nature of Business Practices
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Chapter 12
Investigating Current Sustainability Issues Through Play and Future Scenarios: Play to Save
A learning-based voluntary activity that encompasses experience and is not just a biological or physical condition.
Published in Chapter: Investigating Current Sustainability Issues Through Play and Future Scenarios: Play to Save; From: Emerging Approaches in Design and New Connections With Nature
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