The role of experience in playful learning activities: a design-based self-study within teacher education aimed at the development of tabletop role-playing games

Mikkel Snorre Wilms Boysen; Ole Lund; Rasmus Leth Jørnø; Helle Marie Skovbjerg

doi:10.1016/j.tate.2023.104128

The role of experience in playful learning activities: a design-based self-study within teacher education aimed at the development of tabletop role-playing games

Bidragets oversatte titel: Betydningen af ekspertise i legende læring - et designbaseret selvstudie i læreruddannelse målrettet udviklingen af bordrollespil

Mikkel Snorre Wilms Boysen, Ole Lund, Rasmus Leth Jørnø, Helle Marie Skovbjerg

Publikation: Bidrag til tidsskrift › Tidsskriftsartikel › Forskning › peer review

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Abstract

Some playful learning (PL) approaches may underestimate the importance of students' prior expertise in specific kinds of play. This study examined the implications of expertise in a PL environment wherein tabletop role-playing games (TRPGs) served as learning tools. Through a design-based project in which participants designed and played TRPGs, we investigated how student teachers’ TRPG expertise affected learning processes and outcomes. The findings indicate that the TRPG novices played, designed and learned through TRPGs, although learning potentials were reduced due to their lack of experience. Therefore, an organisational educational change emphasising play, training and peer learning is suggested.

Bidragets oversatte titel	Betydningen af ekspertise i legende læring - et designbaseret selvstudie i læreruddannelse målrettet udviklingen af bordrollespil
Originalsprog	Engelsk
Artikelnummer	104128
Tidsskrift	Teaching and Teacher Education: An International Journal of Research and Studies
Vol/bind	128
Sider (fra-til)	1-12
Antal sider	12
ISSN	0742-051X
DOI	https://doi.org/10.1016/j.tate.2023.104128
Status	Udgivet - 2023

Emneord

Læring, pædagogik og undervisning
Børn og unge
Æstetik, design og medier
innovativ undervisning
Playful Learning
bordrollespil
design based research

Adgang til dokumentet

10.1016/j.tate.2023.104128

1-s2.0-S0742051X23001166-mainForlagets udgivne version, 381 KBLicens: CC BY

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https://authors.elsevier.com/a/1gtYG,Gtqv-pjE

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1 Rapport

Skal man øve sig for at kunne lege?
Boysen, M. S. W. & Lund, O., 28 jun. 2024, Playful Learning. 15 s. (playful-learning.dk).
Publikation: Bog/antologi/rapport/Ph.d. afhandling › Rapport › Formidling

3 Afsluttet

Playful Learning - Research Extension
Hjøllund, N.-P. O. (Projektleder), Skovbjerg, H. M. (Projektleder), Schrøder, V. (Projektdeltager), Jørgensen, H. H. (Projektdeltager), Sørensen, M. C. (Projektdeltager), Boysen, M. S. W. (Projektdeltager), Pedersen, O. (Projektdeltager), von Seelen, J. (Projektdeltager), Lund, O. (Projektdeltager), Jensen, J. B. (Projektdeltager) & Jensen, H. (Projektdeltager)
01/08/19 → 30/11/23
Projekter: Projekt › Forskning

Citationsformater

Boysen, M. S. W., Lund, O., Jørnø, R. L., & Skovbjerg, H. M. (2023). The role of experience in playful learning activities: a design-based self-study within teacher education aimed at the development of tabletop role-playing games. Teaching and Teacher Education: An International Journal of Research and Studies, 128, 1-12. Artikel 104128. https://doi.org/10.1016/j.tate.2023.104128

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title = "The role of experience in playful learning activities: a design-based self-study within teacher education aimed at the development of tabletop role-playing games",

abstract = "Collaborative creativity is often promoted in higher education. However, studies have indicated that collaborative creativity can entail demotivation and a loss of psychological ownership of the creative product. This is especially true when students do not know each other well and when many students are expected to work together and inspire one another. The purpose of this article is to present, discuss, and investigate a didactic design principle that addresses these challenges. Through a design-based research project, we developed and tested a design in which students collaborated in creative processes through exchanges of presents. In two separate studies, students worked in groups to develop treehouses and superhero camps. The different groups gave presents to one another in the form of creative add-ons for the treehouses and camps. The results indicated that exchanging presents established a productive space in which the students could work together without losing feelings of ownership. Therefore, we propose that the theoretical concept of psychological ownership should be expanded to include feelings of ownership that are neither exclusive nor shared, but rather adopted. Adopted ownership enables creative interactions that neither depend on shared feelings of ownership nor compromise exclusive feelings of ownership. The main contribution of this article is the testing and production of a theory of psychological ownership and collaborative creativity, as well as the validation of specific design principles that promote successful collaboration in creative processes.",

keywords = "learning, educational science and teaching, children and youth, aesthetics, design and media, innovative teaching, Playful Learning, bordrollespil, design based research",

author = "Boysen, {Mikkel Snorre Wilms} and Ole Lund and J{\o}rn{\o}, {Rasmus Leth} and Skovbjerg, {Helle Marie}",

year = "2023",

doi = "10.1016/j.tate.2023.104128",

language = "English",

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journal = "Teaching and Teacher Education: An International Journal of Research and Studies",

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Boysen, MSW , Lund, O, Jørnø, RL & Skovbjerg, HM 2023, 'The role of experience in playful learning activities: a design-based self-study within teacher education aimed at the development of tabletop role-playing games', Teaching and Teacher Education: An International Journal of Research and Studies, bind 128, 104128, s. 1-12. https://doi.org/10.1016/j.tate.2023.104128

The role of experience in playful learning activities: a design-based self-study within teacher education aimed at the development of tabletop role-playing games. / Boysen, Mikkel Snorre Wilms ; Lund, Ole; Jørnø, Rasmus Leth et al.
I: Teaching and Teacher Education: An International Journal of Research and Studies, Bind 128, 104128, 2023, s. 1-12.

Publikation: Bidrag til tidsskrift › Tidsskriftsartikel › Forskning › peer review

TY - JOUR

T1 - The role of experience in playful learning activities

T2 - a design-based self-study within teacher education aimed at the development of tabletop role-playing games

AU - Boysen, Mikkel Snorre Wilms

AU - Lund, Ole

AU - Jørnø, Rasmus Leth

AU - Skovbjerg, Helle Marie

PY - 2023

Y1 - 2023

N2 - Collaborative creativity is often promoted in higher education. However, studies have indicated that collaborative creativity can entail demotivation and a loss of psychological ownership of the creative product. This is especially true when students do not know each other well and when many students are expected to work together and inspire one another. The purpose of this article is to present, discuss, and investigate a didactic design principle that addresses these challenges. Through a design-based research project, we developed and tested a design in which students collaborated in creative processes through exchanges of presents. In two separate studies, students worked in groups to develop treehouses and superhero camps. The different groups gave presents to one another in the form of creative add-ons for the treehouses and camps. The results indicated that exchanging presents established a productive space in which the students could work together without losing feelings of ownership. Therefore, we propose that the theoretical concept of psychological ownership should be expanded to include feelings of ownership that are neither exclusive nor shared, but rather adopted. Adopted ownership enables creative interactions that neither depend on shared feelings of ownership nor compromise exclusive feelings of ownership. The main contribution of this article is the testing and production of a theory of psychological ownership and collaborative creativity, as well as the validation of specific design principles that promote successful collaboration in creative processes.

AB - Collaborative creativity is often promoted in higher education. However, studies have indicated that collaborative creativity can entail demotivation and a loss of psychological ownership of the creative product. This is especially true when students do not know each other well and when many students are expected to work together and inspire one another. The purpose of this article is to present, discuss, and investigate a didactic design principle that addresses these challenges. Through a design-based research project, we developed and tested a design in which students collaborated in creative processes through exchanges of presents. In two separate studies, students worked in groups to develop treehouses and superhero camps. The different groups gave presents to one another in the form of creative add-ons for the treehouses and camps. The results indicated that exchanging presents established a productive space in which the students could work together without losing feelings of ownership. Therefore, we propose that the theoretical concept of psychological ownership should be expanded to include feelings of ownership that are neither exclusive nor shared, but rather adopted. Adopted ownership enables creative interactions that neither depend on shared feelings of ownership nor compromise exclusive feelings of ownership. The main contribution of this article is the testing and production of a theory of psychological ownership and collaborative creativity, as well as the validation of specific design principles that promote successful collaboration in creative processes.

KW - learning, educational science and teaching

KW - children and youth

KW - aesthetics, design and media

KW - innovative teaching

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KW - bordrollespil

KW - design based research

UR - https://authors.elsevier.com/a/1gtYG,Gtqv-pjE

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DO - 10.1016/j.tate.2023.104128

M3 - Journal article

SN - 0742-051X

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SP - 1

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JO - Teaching and Teacher Education: An International Journal of Research and Studies

JF - Teaching and Teacher Education: An International Journal of Research and Studies

M1 - 104128

ER -

The role of experience in playful learning activities: a design-based self-study within teacher education aimed at the development of tabletop role-playing games

Abstract

Emneord

Adgang til dokumentet

Andre filer og links

Fingeraftryk

Publikation

Skal man øve sig for at kunne lege?

Projekter

Playful Learning - Research Extension

Citationsformater