Perceptions of play : using Play-Doh to enhance the student experience in bioscience higher education

Lace-Costigan, GL 2017, 'Perceptions of play : using Play-Doh to enhance the student experience in bioscience higher education' , International Journal of Game-Based Learning, 7 (3) , pp. 28-37.

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Abstract

Playful and kinaesthetic learning approaches are used in numerous early years (birth to 5 years old) learning environments, however studies in HE STEM disciplines are uncommon. This study aimed to explore the use of Play-Doh in an undergraduate anatomy module as a method of enhancing engagement. 63 students attended the ‘kinaesthetic play' lecture, where students worked in teams to make a variety of epithelial cell types using Play-Doh. Before and after the activity, students were asked to ‘choose one word to describe how you feel'. Before the activity, 48.3% of responses were negative (E.g. confused, worried, childish). However, after the activity not a single negative response was recorded. 98% of students reported that they enjoyed the activity and 84% reported that the activity increased their understanding. This data suggests a utility for kinaesthetic playful practice in STEM teaching. Overcoming initial student perceptions towards alternative teaching practices is a challenge to be considered during session design.

Item Type: Article
Additional Information: This paper appears in the International Journal of Game-Based Learning, editor-in-chief Patrick Felicia. Copyright 2017, IGI Global, www.igi-global.com. Posted by permission of the publisher.
Schools: Schools > School of Environment and Life Sciences > Biomedical Research Centre
Journal or Publication Title: International Journal of Game-Based Learning
Publisher: IGI Global
ISSN: 2155-6849
Related URLs:
Depositing User: GL Lace-Costigan
Date Deposited: 20 Jul 2017 09:55
Last Modified: 09 Aug 2017 07:02
URI: http://usir.salford.ac.uk/id/eprint/43105

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