Abstract
Via two design-based research experiments, this paper explores how we can design a tool to support designing for playful learning in teacher education. Several recent review studies show that integrating play qualities into a learning context is not always easy. We design a set of tarot cards with the aim of exploring actions in learning situations and play qualities for those specific actions. Our experiments show that using the tarot cards as a way for students and teachers to reflect and come up with further playful learning designs brings in a broader diversity of play qualities, especially qualities that are not commonly seen as productive in an educational context.
Keywords
play design, playful learning, education, design research, design-based research
DOI
https://doi.org/10.21606/drs.2022.187
Citation
Skovbjerg, H.M., Jørgensen, H.H., Perez Quinones, K.Z., and Bekker, T. (2022) Developing play tarot cards to support playful learning in teacher education, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June - 3 July, Bilbao, Spain. https://doi.org/10.21606/drs.2022.187
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Developing play tarot cards to support playful learning in teacher education
Via two design-based research experiments, this paper explores how we can design a tool to support designing for playful learning in teacher education. Several recent review studies show that integrating play qualities into a learning context is not always easy. We design a set of tarot cards with the aim of exploring actions in learning situations and play qualities for those specific actions. Our experiments show that using the tarot cards as a way for students and teachers to reflect and come up with further playful learning designs brings in a broader diversity of play qualities, especially qualities that are not commonly seen as productive in an educational context.