This study aimed to evaluate the subjective experience of a play-based intervention on a sample of primary school teachers in Hong Kong. Semi-structured interviews and reflective journals provided data for qualitative analysis. Reflexive thematic analysis was applied to establish commonalities and/ or disparities in the participants’ lived experiences. Three superordinate themes were identified; perception, psychological impact and possibilities. Participants reported positive psychological responses and enhanced collegial relationships. Some showed awareness of personal and professional growth. Participants’ well-being was not measured or evaluated as part of this study. However, results suggest that play-based interventions for teachers may contribute to increased well-being through play's permeating effects. This may interest school leaders, well-being consultants, and positive psychology professionals administering school-based interventions to improve well-being and teacher collaboration. Adult play, an understudied area within positive psychology, lacks data and empirical research. Therefore, this study contributes to this emerging and exciting field.
{"title":"To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong.","authors":"Laura Martin, Andrea Louise Kavanagh","doi":"10.5920/jpa.1384","DOIUrl":"https://doi.org/10.5920/jpa.1384","url":null,"abstract":"This study aimed to evaluate the subjective experience of a play-based intervention on a sample of primary school teachers in Hong Kong. Semi-structured interviews and reflective journals provided data for qualitative analysis. Reflexive thematic analysis was applied to establish commonalities and/ or disparities in the participants’ lived experiences. Three superordinate themes were identified; perception, psychological impact and possibilities. Participants reported positive psychological responses and enhanced collegial relationships. Some showed awareness of personal and professional growth. Participants’ well-being was not measured or evaluated as part of this study. However, results suggest that play-based interventions for teachers may contribute to increased well-being through play's permeating effects. This may interest school leaders, well-being consultants, and positive psychology professionals administering school-based interventions to improve well-being and teacher collaboration. Adult play, an understudied area within positive psychology, lacks data and empirical research. Therefore, this study contributes to this emerging and exciting field.","PeriodicalId":202566,"journal":{"name":"The Journal of Play in Adulthood","volume":"60 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Copyright education has become an important aspect of librarians’ information literacy and scholarly communications activities. These include providing support and delivering teaching sessions for teaching and professional services colleagues, as well as students, researchers and other library users. Since the Covid-19 pandemic and the shift to online and hybrid teaching, it has become increasingly important for lecturers and teachers to understand how licences and copyright exceptions apply to teaching and learning activities. The need for this has been documented by practitioners and scholars around the world (Hudson and Wragg, 2020; Craig and Tarantino, 2020; Morrison and Secker, 2020).In this paper we will briefly outline the concept of ‘copyright literacy’ as defined by IFLA (2018) and how it has many parallels with teaching other aspects of information literacy. This includes taking a more ‘critical’ approach, where students are encouraged to explore power dynamics within the systems of creation and consumption of information. Copyright education has traditionally been approached in a rather dry, lecture style format. This approach often serves to reinforce the perception of copyright education as the communication of a set of rigid rules to follow. We argue that the creation and use of copyright games, including Copyright the Card Game and The Publishing Trap, has transformed approaches to teaching copyright in recent years and supported a broader, more critical conception of copyright literacy. Both games are licensed as open educational resources and have been adapted and re-used by others in the UK and in other countries around the world. They have also sparked the creation of other copyright games, which are showcased at an annual conference: ICEPOPS – the International Copyright Literacy Event with Playful Opportunities for Practitioners and Scholars.The paper will explore the pedagogic principles behind our games as well as considering the value of games and playfulness when teaching about a subject such as copyright that is known to cause uncertainty and anxiety. We will also reflect on how we adapted both our games for teaching online during the Covid-19 pandemic. Through this process it was important to retain the learning outcomes of the game but also the pedagogical approaches used including the use of teams and point scoring, peer learning, the use of scenarios and of discussion and critical thinking. Finally we will discuss feedback we’ve collected from librarians and others who have played or used our games in their own teaching. We will conclude considering how a critical approach to copyright education aligns with a signature pedagogy of playful learning.
版权教育已成为图书馆员信息素养和学术交流活动的一个重要方面。这些工作包括为教学和专业服务同事、学生、研究人员和其他图书馆用户提供支持和教学课程。自2019冠状病毒病大流行和转向在线和混合教学以来，对讲师和教师来说，了解许可和版权例外如何适用于教学活动变得越来越重要。世界各地的从业者和学者都记录了这种需求(Hudson和Wragg, 2020;克雷格和塔伦蒂诺，2020;Morrison and Secker, 2020)。在本文中，我们将简要概述国际图联(2018)定义的“版权素养”概念，以及它与信息素养其他方面的教学有何相似之处。这包括采取一种更“批判性”的方法，鼓励学生探索信息创造和消费系统中的权力动态。版权教育传统上是以一种相当枯燥的讲座形式进行的。这种做法往往强化了版权教育作为一套严格规则的交流的观念。我们认为版权游戏(包括《copyright the Card Game》和《the Publishing Trap》)的创造和使用改变了近年来的版权教学方法，并支持了更广泛、更批判性的版权素养概念。这两款游戏都被授权为开放教育资源，并被英国和世界其他国家的其他人改编和再利用。他们还激发了其他版权游戏的创作，这些游戏在年度会议上展出:ICEPOPS -为从业者和学者提供有趣机会的国际版权扫盲活动。本文将探讨游戏背后的教学原则，并在教授版权等主题时考虑游戏的价值和可玩性，因为版权等主题会导致不确定性和焦虑。我们还将反思在Covid-19大流行期间，我们如何调整我们的两款游戏用于在线教学。在这个过程中，重要的是要保留游戏的学习成果，以及使用的教学方法，包括使用团队和得分，同伴学习，使用场景，讨论和批判性思维。最后，我们将讨论从图书管理员和其他在自己的教学中玩过或使用我们的游戏的人那里收集到的反馈。最后，我们将考虑版权教育的关键方法如何与有趣学习的标志性教学法相一致。
{"title":"Playing with Copyright transforming copyright education through games","authors":"J. Secker, C. Morrison","doi":"10.5920/jpa.1034","DOIUrl":"https://doi.org/10.5920/jpa.1034","url":null,"abstract":"Copyright education has become an important aspect of librarians’ information literacy and scholarly communications activities. These include providing support and delivering teaching sessions for teaching and professional services colleagues, as well as students, researchers and other library users. Since the Covid-19 pandemic and the shift to online and hybrid teaching, it has become increasingly important for lecturers and teachers to understand how licences and copyright exceptions apply to teaching and learning activities. The need for this has been documented by practitioners and scholars around the world (Hudson and Wragg, 2020; Craig and Tarantino, 2020; Morrison and Secker, 2020).In this paper we will briefly outline the concept of ‘copyright literacy’ as defined by IFLA (2018) and how it has many parallels with teaching other aspects of information literacy. This includes taking a more ‘critical’ approach, where students are encouraged to explore power dynamics within the systems of creation and consumption of information. Copyright education has traditionally been approached in a rather dry, lecture style format. This approach often serves to reinforce the perception of copyright education as the communication of a set of rigid rules to follow. We argue that the creation and use of copyright games, including Copyright the Card Game and The Publishing Trap, has transformed approaches to teaching copyright in recent years and supported a broader, more critical conception of copyright literacy. Both games are licensed as open educational resources and have been adapted and re-used by others in the UK and in other countries around the world. They have also sparked the creation of other copyright games, which are showcased at an annual conference: ICEPOPS – the International Copyright Literacy Event with Playful Opportunities for Practitioners and Scholars.The paper will explore the pedagogic principles behind our games as well as considering the value of games and playfulness when teaching about a subject such as copyright that is known to cause uncertainty and anxiety. We will also reflect on how we adapted both our games for teaching online during the Covid-19 pandemic. Through this process it was important to retain the learning outcomes of the game but also the pedagogical approaches used including the use of teams and point scoring, peer learning, the use of scenarios and of discussion and critical thinking. Finally we will discuss feedback we’ve collected from librarians and others who have played or used our games in their own teaching. We will conclude considering how a critical approach to copyright education aligns with a signature pedagogy of playful learning.","PeriodicalId":202566,"journal":{"name":"The Journal of Play in Adulthood","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128388419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A practical reflection of the impact of Escape Rooms style games both physical and digital on the way HE students experience the Library, examined through the lens of place oriented learning and digital learning theories with a particular focus on accessibility and the inclusion of historically excluded groups.We focus on two Escape Room style events, one physical, one digital developed by frontline library staff to support the induction of students in a University Library setting and reflect upon the aims, development and impact of the events.
{"title":"Place, space and object oriented learning methods within the Library using ghosts and monsters to create safe spaces for learning.","authors":"J. Paton","doi":"10.5920/jpa.1040","DOIUrl":"https://doi.org/10.5920/jpa.1040","url":null,"abstract":"A practical reflection of the impact of Escape Rooms style games both physical and digital on the way HE students experience the Library, examined through the lens of place oriented learning and digital learning theories with a particular focus on accessibility and the inclusion of historically excluded groups.We focus on two Escape Room style events, one physical, one digital developed by frontline library staff to support the induction of students in a University Library setting and reflect upon the aims, development and impact of the events.","PeriodicalId":202566,"journal":{"name":"The Journal of Play in Adulthood","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115605189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When searching for information in a catalog or database, a library user takes an active role by choosing search terms, selecting filters, and using advanced features. This process is rarely straightforward; depending on their needs and the availability of resources, a user may not find relevant results on the first try. When this happens, users must modify their search terms and strategies, observe the new results, and adapt accordingly. Successful searchers, therefore, are those who experiment, explore... and play. This article will put the concepts of play and playfulness in context with the ACRL Framework for Information Literacy for Higher Education, particularly its sixth pillar, Searching as Strategic Exploration. This juxtaposition will identify whether and how play, playfulness, and playful research are appropriate approaches for achieving the flexibility and creativity called for in the Framework. Recommendations follow for applying play in practical library settings such as reference and instruction.
{"title":"Word (and/or/not) play The role of playfulness in searching and strategic exploration","authors":"Jaymi Edwards","doi":"10.5920/jpa.1037","DOIUrl":"https://doi.org/10.5920/jpa.1037","url":null,"abstract":"When searching for information in a catalog or database, a library user takes an active role by choosing search terms, selecting filters, and using advanced features. This process is rarely straightforward; depending on their needs and the availability of resources, a user may not find relevant results on the first try. When this happens, users must modify their search terms and strategies, observe the new results, and adapt accordingly. Successful searchers, therefore, are those who experiment, explore... and play. This article will put the concepts of play and playfulness in context with the ACRL Framework for Information Literacy for Higher Education, particularly its sixth pillar, Searching as Strategic Exploration. This juxtaposition will identify whether and how play, playfulness, and playful research are appropriate approaches for achieving the flexibility and creativity called for in the Framework. Recommendations follow for applying play in practical library settings such as reference and instruction.","PeriodicalId":202566,"journal":{"name":"The Journal of Play in Adulthood","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131940874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, two higher education researchers – one, an experiencedplay researcher and practitioner; the other an experienced Law researcher whohas more recently engaged with the play literature – present their ideasconcerning what happens, or what could happen when research is envisionedthrough a lens of play. They describehow, drawing on the literature and theories surrounding play and games, theyworked together to identify features that resonated with them as being relevantto research. Through their discussion ofseven resonators (the significance of play, play is voluntary, play challenges,the uncertainty of play, accepting failure, community building and workingwithin constraints) they suggest a playful look at research might encourage a numberof positive changes to research practice and impact. They conclude by invitingreaders to critically examine their claims, and to test them out in thecontexts of their own research environments.@font-face{font-family:SimSun;panose-1:2 1 6 0 3 1 1 1 1 1;mso-font-alt:宋体;mso-font-charset:134;mso-generic-font-family:auto;mso-font-pitch:variable;mso-font-signature:3 680460288 22 0 262145 0;}@font-face{font-family:"Cambria Math";panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870145 1107305727 0 0 415 0;}@font-face{font-family:"Palatino Linotype";panose-1:2 4 5 2 5 5 5 3 3 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870265 1073741843 0 0 415 0;}@font-face{font-family:"@SimSun";panose-1:2 1 6 0 3 1 1 1 1 1;mso-font-charset:134;mso-generic-font-family:auto;mso-font-pitch:variable;mso-font-signature:3 680460288 22 0 262145 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:"";margin-top:0cm;margin-right:0cm;margin-bottom:6.0pt;margin-left:0cm;line-height:150%;mso-pagination:none;font-size:10.0pt;font-family:"Palatino Linotype",serif;mso-fareast-font-family:SimSun;mso-bidi-font-family:"Times New Roman";mso-fareast-language:EN-US;}p.Els-Abstract-text, li.Els-Abstract-text, div.Els-Abstract-text{mso-style-name:Els-Abstract-text;mso-style-unhide:no;mso-style-parent:"";mso-style-next:Normal;margin-top:10.0pt;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;text-align:justify;text-justify:inter-ideograph;line-height:11.0pt;mso-line-height-rule:exactly;mso-pagination:widow-orphan;border:none;mso-border-top-alt:solid windowtext .5pt;padding:0cm;mso-padding-alt:1.0pt 0cm 0cm 0cm;font-size:7.5pt;mso-bidi-font-size:10.0pt;font-family:"Times New Roman",serif;mso-fareast-font-family:SimSun;mso-ansi-language:EN-US;mso-fareast-language:EN-US;}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;font-size:10.0pt;mso-ansi-font-size:10.0pt;mso-bidi-font-size:10.0pt;mso-fareast-font-family:SimSun;mso-ansi-language:EN-IN;mso-fareast-language:EN-IN;}div.WordSection1{page:WordSection1;}
{"title":"Envisioning research through a lens of play","authors":"A. Moseley, D. Watkins","doi":"10.5920/jpa.997","DOIUrl":"https://doi.org/10.5920/jpa.997","url":null,"abstract":"In this paper, two higher education researchers – one, an experiencedplay researcher and practitioner; the other an experienced Law researcher whohas more recently engaged with the play literature – present their ideasconcerning what happens, or what could happen when research is envisionedthrough a lens of play. They describehow, drawing on the literature and theories surrounding play and games, theyworked together to identify features that resonated with them as being relevantto research. Through their discussion ofseven resonators (the significance of play, play is voluntary, play challenges,the uncertainty of play, accepting failure, community building and workingwithin constraints) they suggest a playful look at research might encourage a numberof positive changes to research practice and impact. They conclude by invitingreaders to critically examine their claims, and to test them out in thecontexts of their own research environments.@font-face{font-family:SimSun;panose-1:2 1 6 0 3 1 1 1 1 1;mso-font-alt:宋体;mso-font-charset:134;mso-generic-font-family:auto;mso-font-pitch:variable;mso-font-signature:3 680460288 22 0 262145 0;}@font-face{font-family:\"Cambria Math\";panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870145 1107305727 0 0 415 0;}@font-face{font-family:\"Palatino Linotype\";panose-1:2 4 5 2 5 5 5 3 3 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870265 1073741843 0 0 415 0;}@font-face{font-family:\"@SimSun\";panose-1:2 1 6 0 3 1 1 1 1 1;mso-font-charset:134;mso-generic-font-family:auto;mso-font-pitch:variable;mso-font-signature:3 680460288 22 0 262145 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:\"\";margin-top:0cm;margin-right:0cm;margin-bottom:6.0pt;margin-left:0cm;line-height:150%;mso-pagination:none;font-size:10.0pt;font-family:\"Palatino Linotype\",serif;mso-fareast-font-family:SimSun;mso-bidi-font-family:\"Times New Roman\";mso-fareast-language:EN-US;}p.Els-Abstract-text, li.Els-Abstract-text, div.Els-Abstract-text{mso-style-name:Els-Abstract-text;mso-style-unhide:no;mso-style-parent:\"\";mso-style-next:Normal;margin-top:10.0pt;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;text-align:justify;text-justify:inter-ideograph;line-height:11.0pt;mso-line-height-rule:exactly;mso-pagination:widow-orphan;border:none;mso-border-top-alt:solid windowtext .5pt;padding:0cm;mso-padding-alt:1.0pt 0cm 0cm 0cm;font-size:7.5pt;mso-bidi-font-size:10.0pt;font-family:\"Times New Roman\",serif;mso-fareast-font-family:SimSun;mso-ansi-language:EN-US;mso-fareast-language:EN-US;}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;font-size:10.0pt;mso-ansi-font-size:10.0pt;mso-bidi-font-size:10.0pt;mso-fareast-font-family:SimSun;mso-ansi-language:EN-IN;mso-fareast-language:EN-IN;}div.WordSection1{page:WordSection1;}","PeriodicalId":202566,"journal":{"name":"The Journal of Play in Adulthood","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126487534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the article is to expand on the knowledge of playful learning in higher education through a Design-Based Research study across Danish social education and teacher education. It aims to develop a conceptual framework for playful learning in boundary-crossing collaboration within higher education pedagogy, with the study's empirical analysis examining three distinct voices of playful learning of experimentation (e.g., explorative, open-ended, creative collaboration), affectivity (e.g., emotional, sensory, and atmospheric collaboration), and relations (e.g., cultural, democratic, and polyphonic collaboration). The voices are polyphonic, though they are all expressed as social, active, and experiential ways of knowing and learning situated in playful framings outside 'ordinary' taéaching and learning. Finally, the article discusses tensions in developing playful learning in boundary-crossing collaboration between paradoxical longings for both conceptual unity and diversity, amid control and openness, which influences both practical applications and theoretical implications of developing playful learning in adult higher education.
{"title":"Voices of Playful Learning Experimental, Affective and Relational Perspectives across Social Education and Teacher Education","authors":"Kim Holflod","doi":"10.5920/jpa.1007","DOIUrl":"https://doi.org/10.5920/jpa.1007","url":null,"abstract":"The purpose of the article is to expand on the knowledge of playful learning in higher education through a Design-Based Research study across Danish social education and teacher education. It aims to develop a conceptual framework for playful learning in boundary-crossing collaboration within higher education pedagogy, with the study's empirical analysis examining three distinct voices of playful learning of experimentation (e.g., explorative, open-ended, creative collaboration), affectivity (e.g., emotional, sensory, and atmospheric collaboration), and relations (e.g., cultural, democratic, and polyphonic collaboration). The voices are polyphonic, though they are all expressed as social, active, and experiential ways of knowing and learning situated in playful framings outside 'ordinary' taéaching and learning. Finally, the article discusses tensions in developing playful learning in boundary-crossing collaboration between paradoxical longings for both conceptual unity and diversity, amid control and openness, which influences both practical applications and theoretical implications of developing playful learning in adult higher education.","PeriodicalId":202566,"journal":{"name":"The Journal of Play in Adulthood","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126324097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This studyexplored the connection between adult playfulness and emotional intelligence. Participants were 325 (39 men, 286 women) primarily EuropeanAmerican, (59%), undergraduate students attending a private, four year, liberalarts university in the northeastern United States. Participants completed twostandard measures – The Schutte Self Report EmotionalIntelligence Test (SSEIT) and The Adult Playfulness Trait Scale (APTS). Inaddition, participants completed an open ended query – “How do you defineplay?” to complement the correlation analyses. Correlational analyses revealed strong,positive connections between the SSEIT and APTS subscale and total scores. TheFun Seeking subscale of the APTS positively connected to all subscales of theSSEIT. Engaging in fun and having a good time was a playfulness component andtemperamental disposition that helps one perceive, manage, and utilize emotionsas well as manage the emotions of social others. The Uninhibited subscale ofthe APTS connected positively to two of the SSEIT subscales – Managing one’semotions and Utilizing emotions. Finally, individuals who scored high on theAPTS also scored high on the SSEIT. This study’s findings suggest that the temperamentaldisposition, playfulness connects to an individual’s emotional intelligence.Future studies might investigate different cultural and age groups and utilizemixed method approaches to broaden our understanding of how playfulness helps peopleprocess emotional experience related to the self and social others.
{"title":"Exploring the Connection between Adult Playfulness and Emotional Intelligence","authors":"R. Holmes, Tori Hart","doi":"10.5920/jpa.973","DOIUrl":"https://doi.org/10.5920/jpa.973","url":null,"abstract":"This studyexplored the connection between adult playfulness and emotional intelligence. Participants were 325 (39 men, 286 women) primarily EuropeanAmerican, (59%), undergraduate students attending a private, four year, liberalarts university in the northeastern United States. Participants completed twostandard measures – The Schutte Self Report EmotionalIntelligence Test (SSEIT) and The Adult Playfulness Trait Scale (APTS). Inaddition, participants completed an open ended query – “How do you defineplay?” to complement the correlation analyses. Correlational analyses revealed strong,positive connections between the SSEIT and APTS subscale and total scores. TheFun Seeking subscale of the APTS positively connected to all subscales of theSSEIT. Engaging in fun and having a good time was a playfulness component andtemperamental disposition that helps one perceive, manage, and utilize emotionsas well as manage the emotions of social others. The Uninhibited subscale ofthe APTS connected positively to two of the SSEIT subscales – Managing one’semotions and Utilizing emotions. Finally, individuals who scored high on theAPTS also scored high on the SSEIT. This study’s findings suggest that the temperamentaldisposition, playfulness connects to an individual’s emotional intelligence.Future studies might investigate different cultural and age groups and utilizemixed method approaches to broaden our understanding of how playfulness helps peopleprocess emotional experience related to the self and social others. ","PeriodicalId":202566,"journal":{"name":"The Journal of Play in Adulthood","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134369726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Douglas H. Maynard, Kanjira Rodriguez, Ann Marie DeBonis, Alicia Moquin, Theresa Paras
In the current study, we explored changes in the lived play experiences of college students as they were sent home in March 2020 in response to the growing COVID-19 pandemic, and the impacts of those play changes upon their daily lives, relationships, and well-being. Undergraduates (N = 71) from a public university near New York City - the epicentre of the pandemic in the United States at that time - completed an open-ended questionnaire about their play experiences before versus after lockdown. Data were analyzed using template analysis to develop a hierarchical outline of thematic codes. Participant responses revealed strikingly varied experiences in their play lives as a result of the lockdown. While some students experienced deep losses in what and with whom they played, for others the transition offered opportunities for discovery (or rediscovery) of play activities or a reprioritization of play in their lives. Still other students found ways to maintain their prior ways of playing with minor disruption. We will discuss the implications of the current findings for the role and importance of play not only during the pandemic, but also in the context of emerging adulthood and broader human need satisfaction.
{"title":"Changes in the play lives of college students during the early COVID-19 pandemic lockdown","authors":"Douglas H. Maynard, Kanjira Rodriguez, Ann Marie DeBonis, Alicia Moquin, Theresa Paras","doi":"10.5920/jpa.971","DOIUrl":"https://doi.org/10.5920/jpa.971","url":null,"abstract":"In the current study, we explored changes in the lived play experiences of college students as they were sent home in March 2020 in response to the growing COVID-19 pandemic, and the impacts of those play changes upon their daily lives, relationships, and well-being. Undergraduates (N = 71) from a public university near New York City - the epicentre of the pandemic in the United States at that time - completed an open-ended questionnaire about their play experiences before versus after lockdown. Data were analyzed using template analysis to develop a hierarchical outline of thematic codes. Participant responses revealed strikingly varied experiences in their play lives as a result of the lockdown. While some students experienced deep losses in what and with whom they played, for others the transition offered opportunities for discovery (or rediscovery) of play activities or a reprioritization of play in their lives. Still other students found ways to maintain their prior ways of playing with minor disruption. We will discuss the implications of the current findings for the role and importance of play not only during the pandemic, but also in the context of emerging adulthood and broader human need satisfaction.","PeriodicalId":202566,"journal":{"name":"The Journal of Play in Adulthood","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114587657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Paterson, J. MacKay, Katherine Stein, Sarah Chinnery, Stephy Smith
Play in professional learning can be a disputed topic, with paradoxical frameworks such as ‘serious play’ being used to legitimise playful practice in these settings. Despite this, play can be a valuable tool in learning, particularly in encouraging adults to deal with uncomfortable situations such as personal failures. In partnership with students, we developed a playful roleplay scenario for first year veterinary students in a UK veterinary school. 102 students engaged in the roleplay scenario and 82% (84) engaged with a student-led evaluation with a pre and post session survey. A focus group with staff was also run to explore the value of running a playful session in an accreditation driven curriculum such as the veterinary programme. 91.7% of participants rated the scenario as enjoyable and 84.5% felt it should be used within the veterinary curriculum, but reflections from staff revealed complex interactions between students’ individual differences and the value of the session. Ultimately, the playful session was considered valuable for these learners, however there is a range of considerations for adopting play in professional practices.
{"title":"Play in professional education: vets who horse around.","authors":"J. Paterson, J. MacKay, Katherine Stein, Sarah Chinnery, Stephy Smith","doi":"10.5920/JPA.704","DOIUrl":"https://doi.org/10.5920/JPA.704","url":null,"abstract":"Play in professional learning can be a disputed topic, with paradoxical frameworks such as ‘serious play’ being used to legitimise playful practice in these settings. Despite this, play can be a valuable tool in learning, particularly in encouraging adults to deal with uncomfortable situations such as personal failures. In partnership with students, we developed a playful roleplay scenario for first year veterinary students in a UK veterinary school. 102 students engaged in the roleplay scenario and 82% (84) engaged with a student-led evaluation with a pre and post session survey. A focus group with staff was also run to explore the value of running a playful session in an accreditation driven curriculum such as the veterinary programme. 91.7% of participants rated the scenario as enjoyable and 84.5% felt it should be used within the veterinary curriculum, but reflections from staff revealed complex interactions between students’ individual differences and the value of the session. Ultimately, the playful session was considered valuable for these learners, however there is a range of considerations for adopting play in professional practices.","PeriodicalId":202566,"journal":{"name":"The Journal of Play in Adulthood","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115532794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Making Friends Contestant 1: I’m not here to make friends. Contestant 2: I ain’t gonna make one friend. Contestant 3: I’m just here to win. I’m not here to make friends! Host: Okay. No. You’re here to make friends. ‘Making Friends’ is the name of this show. [Title Card: ‘Making Friends’] (Comedy Central, 2014, 0:02) In the fake reality TV show in this Kroll Show sketch, the contestants are incapable of not competing with each other. They have bought so completely into the logic of game shows that their default position is to compete, even when the host tells them explicitly not to. The humour here stems from the idea that people really do see competition in this way; we all know someone who frames everything in competitive terms, and who would
{"title":"The Twenty-Third Triennial Conference Games Playing with competition at an academic conference","authors":"Jonathan Lean","doi":"10.5920/JPA.703","DOIUrl":"https://doi.org/10.5920/JPA.703","url":null,"abstract":"Introduction: Making Friends Contestant 1: I’m not here to make friends. Contestant 2: I ain’t gonna make one friend. Contestant 3: I’m just here to win. I’m not here to make friends! Host: Okay. No. You’re here to make friends. ‘Making Friends’ is the name of this show. [Title Card: ‘Making Friends’] (Comedy Central, 2014, 0:02) In the fake reality TV show in this Kroll Show sketch, the contestants are incapable of not competing with each other. They have bought so completely into the logic of game shows that their default position is to compete, even when the host tells them explicitly not to. The humour here stems from the idea that people really do see competition in this way; we all know someone who frames everything in competitive terms, and who would","PeriodicalId":202566,"journal":{"name":"The Journal of Play in Adulthood","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132037628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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