Health and well-being are widely regarded as the most precious values in our lives, and the promotion of good is a global goal in education. In addition, promoting a variety of literacies, such as science and digital media literacy, is key to managing global changes, such as digitalization and the effects of climate change. Playfulness and playful learning are seen to promote learning, but what kind of research evidence do we have across the lifespan and from multiple learning contexts? Playfulness here denotes the quality of activities, playful dispositions and individual features that are playful. Playful learning refers to a range of playful and gamified activities combined with creative and joyful exploration but is also about the conception of learning and the development of playful values. Playful learning means openness to new experiences, being curious, using one’s imagination, taking risks, learning from failure and raising hope.
As societies have faced major changes during the past years, topical research about playfulness, games and playful learning is needed. Are well-being, creativity, enjoyment and other positive impacts still related to playfulness or playful learning? How have the experiences of the Covid-19 restrictions changed environments and activities? We call for present-day research-based evidence on how playfulness, games and playful learning are beneficial, how they are used for promoting well-being and literacy and the pitfalls and insights that research communities in the field should acknowledge. In addition, we call for research evidence on the use of outdoor and natural environments in playfulness-based and gamified activities.
Drawing on empirical studies from different contexts, the purpose of this Research Topic is to produce a collection of papers on playfulness, games and playful learning, focusing on well-being and literacy issues. This research topic will seek empirical and theoretical papers that address insights into and the benefits and pitfalls of playfulness, games and playful learning in education and life in general.
Possible questions that could be addressed include, but are not limited to:
-How can playfulness, games and playful learning be used for learning and well-being?
-How can literacies, such as digital media literacies or environmental literacies, be developed through playful activities?
-How can games or gamified learning activities designed for learning and well-being purposes be used in teaching and learning?
-How can playfulness and playful activities be used in digital environments to promote learning and well-being?
-How do outdoor environments activate playfulness and playful learning?
-How can media and digital literacies be practiced in outdoor learning environments?
-How can learners themselves produce knowledge and learn literacies on a forest trip, for example?
Health and well-being are widely regarded as the most precious values in our lives, and the promotion of good is a global goal in education. In addition, promoting a variety of literacies, such as science and digital media literacy, is key to managing global changes, such as digitalization and the effects of climate change. Playfulness and playful learning are seen to promote learning, but what kind of research evidence do we have across the lifespan and from multiple learning contexts? Playfulness here denotes the quality of activities, playful dispositions and individual features that are playful. Playful learning refers to a range of playful and gamified activities combined with creative and joyful exploration but is also about the conception of learning and the development of playful values. Playful learning means openness to new experiences, being curious, using one’s imagination, taking risks, learning from failure and raising hope.
As societies have faced major changes during the past years, topical research about playfulness, games and playful learning is needed. Are well-being, creativity, enjoyment and other positive impacts still related to playfulness or playful learning? How have the experiences of the Covid-19 restrictions changed environments and activities? We call for present-day research-based evidence on how playfulness, games and playful learning are beneficial, how they are used for promoting well-being and literacy and the pitfalls and insights that research communities in the field should acknowledge. In addition, we call for research evidence on the use of outdoor and natural environments in playfulness-based and gamified activities.
Drawing on empirical studies from different contexts, the purpose of this Research Topic is to produce a collection of papers on playfulness, games and playful learning, focusing on well-being and literacy issues. This research topic will seek empirical and theoretical papers that address insights into and the benefits and pitfalls of playfulness, games and playful learning in education and life in general.
Possible questions that could be addressed include, but are not limited to:
-How can playfulness, games and playful learning be used for learning and well-being?
-How can literacies, such as digital media literacies or environmental literacies, be developed through playful activities?
-How can games or gamified learning activities designed for learning and well-being purposes be used in teaching and learning?
-How can playfulness and playful activities be used in digital environments to promote learning and well-being?
-How do outdoor environments activate playfulness and playful learning?
-How can media and digital literacies be practiced in outdoor learning environments?
-How can learners themselves produce knowledge and learn literacies on a forest trip, for example?
