A Student Evaluation on playful and non-playful tasks when studying research methods


Author(s) Pete King


The use of playfulness had been used in aspects of both primary and secondary school education as a tool for learning. This aspect has not been used or researched with respect to adult learning in higher education. This presentation, building on a previous workshop on playful learning delivered at the 2015 SALT conference, discusses student feedback on their teaching experience of undertaking both playful and non-playful tasks within a research methods module at postgraduate level. The student evaluation provides a quantitative evaluation of teaching practice, which for academic lecturers contributes to reflective teaching practice and continue development within the HEA, and considers the role of playful learning in other areas of undergraduate and postgraduate teaching.


A fifteen minute presentation which will begin with a brief consideration of what is meant by playfulness. This will lead into a reflection of how playfulness was a consideration in my teaching philosophy within my FHEA application and how it can be considered with Higher Education teaching. The session will consider the evaluation of student experience of participating in both playful and non-play tasks after the students had submitted their assignments. Students were asked to score a series of playful and non-playful tasks within a research methods module for relevance, enjoyment and how if they were useful for their assignment. The results will be briefly discussed with considerations of potential future research in the use of playfulness in adult HE. The key aspect of this presentation is for both new and experienced lecturers is to consider the use of playfulness in their teaching practice.

Key Words

Playfulness, Reflective Practice, Evaluation

Key Messages

Reflective Practice; playfulness; research; student experience; evaluation

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