Ice Age is Approaching: Triggering University Students’ Interest and Engagement in Gamified Outdoor Playful Learning Activities

Siklander, Pirkko; Harmoinen, Sari

doi:10.1007/978-3-030-84401-1_8

Cited by 9 publications

(13 citation statements)

References 42 publications

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“…Over the past decade, however, along with an emphasis on play and playfulness in early childhood and primary education (e.g. Hyvönen, 2008;Kangas, 2010a, b;Kangas et al, 2017;Singer, 2015), the potentials of play and playfulness have also been acknowledged in higher education (Siklander & Harmoinen, 2021;Whitton, 2018;Whitton & Moseley, 2019) and in working life 4 (Bateson & Martin, 2013). Recent studies in early childhood teacher education (ECE) contexts have analysed future ECE teachers' playfulness (Hurme et al, 2022) and playful agency (Melasalmi et al, 2022), which highlight the importance of integrating theoretical and practical learning in education more thoroughly than the current case.…”

Section: Introductionmentioning

confidence: 99%

Adult Playfulness: Finnish Teachers Evaluating Their Own Playfulness

Siklander¹,

Kangas²,

Randolph³

2022

Preprint

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Teachers need playfulness when designing teaching and learning processes. Acknowledging their playfulness as a pedagogical competence is important. Playfulness as a personality trait and as a quality of activities is studied in children but less often in teachers. To explore teachers’ playfulness, we used a Finnish language version of Staempfi’s (2005) Adolescent Playfulness Scale (APS). In Staempfli’s instrument, the constructs measured are Physical Animation, Social Engagement, Mental Spontaneity, Emotional Fluidity and Humorous Perspective. The participants (N = 123) were professional teachers, retired teachers and pre-service teachers in different educational fields. A multivariate analysis was conducted on the APS subscales to examine the influence of gender and age. Educators evaluated themselves as being high in playfulness. Playfulness was mainly consistent between different age groups and females’ emotional fluidity was a bit higher than males. The study provides knowledge about teachers’ playfulness, and results have valuable implications for teacher education and teacher work.

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Section: Introductionmentioning

confidence: 99%

Adult Playfulness: Finnish Teachers Evaluating Their Own Playfulness

Siklander¹,

Kangas²,

Randolph³

2022

Preprint

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“…For example, Siklander et al (2017) found that the main element for triggering students' interests and enhancing engagement is collaboration with their group members, particularly in challenging or problem-solving situations. In addition, activities connected with success in novel experiences can raise engagement (Siklander & Harmoinen, 2021). Other studies confirm the meaning of collaborative engagement (Järvelä et al, 2016), which has proved to have a direct effect on one's knowledge construction and the outcomes of collaboration (Nix & Zacharia, 2014).…”

Section: Introductionmentioning

confidence: 87%

“…It is possible to enhance a reciprocal spiral through the course's pedagogical design. The physical and emotional constraints together, such as exhaustion, hunger, and feelings of stress regarding time limitations, can decrease the level of engagement (Siklander & Harmoinen, 2021).…”

Section: Introductionmentioning

confidence: 99%

Orientation towards a master’s degree and working life – Higher education students’ perceptions of successful engagement

Siklander¹,

Brauer²,

Thangaperumal³

2022

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Engagement is an important piece of effective strategies in both education and employment. Engagement is linked to well-being, persistence, and goal orientation. To raise and maintain interest, motivation and engagement during studies is crucial. This study explores international university students’ (n=25) experiences and perceptions related to the concept of engagement at the moment they entered a two-year master’s programme. Phenomenography was used as an analysis approach to build knowledge describing participants’ different experiences. The results suggest practical implications to support students’ cognitive and collaborative engagement in international study programmes, guiding educators to design more supportive materials, curricula, interactions and practices from the beginning of the education.

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“…Designing pedagogical spaces and facilitating children's play and collaboration among adults in ECE centres require an understanding of how collaboration can either support or inhibit playfulness among students (Siklander and Harmoinen, 2021). Through playful learning processes, even in higher education (Whitton and Langan, 2019), students become aware of their playfulness, learn about themselves and develop their playfulness.…”

Section: Ethical Considerations Limitations Future Directions and Imp...mentioning

confidence: 99%

Pre-service early childhood teachers’ perceptions of their playfulness

Hurme¹,

Siklander²,

Kangas³

et al. 2022

Preprint

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Recognizing one’s own playfulness is important for early childhood education (ECE) teachers, who are responsible for organizing and implementing child-initiated pedagogy in kindergarten. Playfulness research has focused on children’s play and playfulness in workplaces, but playfulness as a part of ECE teachers’ pedagogical orientation and adaptive expertise is rarely studied. Using multiple playfulness measurements, first- and third-year pre-service ECE teachers’ (n = 208) self-reported playfulness was examined. Correlation coefficients and t-tests were performed to examine the connections between the facets of playfulness, adaptiveness and inquisitiveness. The results of the study show that, although there were no statistically significant differences among the groups, they had different orientations towards playfulness. As their education proceeds, pre-service teachers should be able to integrate theoretical knowledge and practical knowledge to focus on children’s needs and the quality of interaction with and among children and to take steps towards adaptive expertise. Additional research is needed to explore how teachers and pre-service teachers can learn playfulness as a part of their pedagogical expertise. The results are implementable for designing, developing and evaluating ECE teacher education.

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Ice Age is Approaching: Triggering University Students’ Interest and Engagement in Gamified Outdoor Playful Learning Activities

Cited by 9 publications

References 42 publications

Adult Playfulness: Finnish Teachers Evaluating Their Own Playfulness

Adult Playfulness: Finnish Teachers Evaluating Their Own Playfulness

Orientation towards a master’s degree and working life – Higher education students’ perceptions of successful engagement

Pre-service early childhood teachers’ perceptions of their playfulness

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