Learning at the Edge of the Magic Circle: A Case for Playful Learning

2020-01-20T17:04:21Z (GMT) by Alexander Moseley
This thesis draws on a ten-year research-practice nexus, to contribute to the
emerging field of playful learning. It suggests alternative approaches to the use
of play and games in learning, contrasting with the problematic concepts of
serious games and gamification. Within the thesis playful learning is shown to
successfully blend learning design and playful design, promoting an
experience of playfulness that is engaging for the learner, authentic to the
discipline, and embedded within adult education contexts. Playful learning is
shown to blur the edges between seriousness/fun, learning/playing,
researching/teaching, and education/real-world; and offers ways to negotiate
these spaces meaningfully and practically.