An evaluation of using playful and non-playful tasks when teaching research methods in adult higher education. Issue 5 (3rd September 2018)

• Record Type: Journal Article
• Authors: King, Pete
• Is Part Of: Reflective practice. Volume 19:Issue 5(2018)
• Page Start: 666
• Page End: 677
• Publication Date: 2018-09-03
• Subjects: Reflective practice -- reflection -- playfulness -- teaching -- research; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2018.1538957
• Languages: English
• ISSNs: 1462-3943

Abstract

ABSTRACT: The use of playfulness in higher education has been considered sparsely when compared to other areas of education, such as primary schools. This paper is an evaluation, and a piece of reflective practice, of teaching a research module to postgraduate students using a combination of playful and non-playful tasks. The evaluation indicates that when initially participating in a playful task, students do not make the links with how it relates to research when compared to non-playful tasks. However, once the playful task is complete, students can relate the task to the research process. For both playful and non-playful tasks, there was a difference in how much students enjoyed participating in them. This could relate to whether the tasks were an individual or group task. There was also a difference in how helpful the playful tasks were, compared with the non-playful tasks, for completing the assignment. This evaluation considers the use of playfulness when teaching not only research, but any subject within higher education.