How play enhances creativity in problem based learning

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Abstract

This article draws on 20 Danish university students’ reflections in and on a Problem-based Learning process (PBL). The study showed how a more playful approach changed how the students collaborated, communicated, and approached a given task. They felt more creative, open minded and engaged compared to some of their earlier learning experiences. They sensed a change in how they interacted with each other, a different tone arose in their social bonding, which led to the overall question for this article: What happens when play becomes part of a PBL process and how can we understand the relation between play and creativity in higher education learning processes?


Original languageEnglish
JournalAkademisk kvarter / Academic Quarter
Volume9
Pages (from-to)31-44
Number of pages14
ISSN1904-0008
Publication statusPublished - 2015

Cite this

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title = "How play enhances creativity in problem based learning",
abstract = "This article draws on 20 Danish university students’ reflections in and on a Problem-based Learning process (PBL). The study showed how a more playful approach changed how the students collaborated, communicated, and approached a given task. They felt more creative, open minded and engaged compared to some of their earlier learning experiences. They sensed a change in how they interacted with each other, a different tone arose in their social bonding, which led to the overall question for this article: What happens when play becomes part of a PBL process and how can we understand the relation between play and creativity in higher education learning processes?",
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How play enhances creativity in problem based learning. / Thorsted, Ann Charlotte.

In: Akademisk kvarter / Academic Quarter, Vol. 9, 2015, p. 31-44.

Research output: Contribution to journalJournal articleResearchpeer-review

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AB - This article draws on 20 Danish university students’ reflections in and on a Problem-based Learning process (PBL). The study showed how a more playful approach changed how the students collaborated, communicated, and approached a given task. They felt more creative, open minded and engaged compared to some of their earlier learning experiences. They sensed a change in how they interacted with each other, a different tone arose in their social bonding, which led to the overall question for this article: What happens when play becomes part of a PBL process and how can we understand the relation between play and creativity in higher education learning processes?

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JO - Akademisk Kvarter

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SN - 1904-0008

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