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Journal articles on the topic 'Playing and learning'

Author: Grafiati

Published: 18 May 2024

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1

Susi Yunarti, Dian Harmaningsih, and Wijayanti. "Learning by Playing, Playing for Learning." Media Abdimas 2, no. 3 (November 21, 2023): 42–51. http://dx.doi.org/10.37817/mediaabdimas.v2i3.3482.

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Konsep bermain adalah kesenangan masa kecil dan bagian dari aktivitas anak sudahharus diperluas bahwa bermain juga sebuah proses belajar yang penting bagi anak dalammembentuk kecerdasan dan membantu tumbuh kembang anak yang maksimal. Dunia bermainmodern banyak merancang alat permainan untuk mendorong daya kreatifitas anak sertamembantu perkembangan psikomotorik. Namun sebenarnya tujuan bermain untuk belajar danmenambah pengalaman anak dalam menyerap berbagai aspek kehidupan disekitarnya sudahdapat dipenuhi oleh berbagai bentuk permainan tradisional dan alat bantu yang digunakan untukbermain secara tradisional.Melalui kegiatan pengabdian masyarakat bersama mahasiswa Sosialisasi PermainanTradisional Pada Murid SD, SMP, dan SMA di Jakarta tanggal 3 – 8 Juli 2023. Untukmembudayakan kembali berbagai permainan tradisional seperti congklak dan bola bekel yangdimainkan dalam ruang atau bermain kelereng, tak lari, ular naga Panjang yang dimainkan diluar ruang. Untuk memberi lebih banyak lagi pilihan cara bermain yang sama menyenangkanseperti permainan modern, serta memberi pengalaman bermain yang dapat mendorong jiwakompetisi namun tetap dapat bekerjasama, menentukan strategi dan memimpin, dan jugakemampuan fisik maupun kemampuan berpikir. Dengan demikian bermain tidak lagi hanyauntuk kesenangan melainkan juga sebagai proses belajar.

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2

Edgington, Margaret. "Playing and learning." Practical Pre-School 2002, no. 36 (November 2002): 1. http://dx.doi.org/10.12968/prps.2002.1.36.40418.

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Edgington, Margaret. "Playing and learning." Practical Pre-School 2003, no. 37 (January 2003): 1. http://dx.doi.org/10.12968/prps.2003.1.37.40451.

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4

Cowan, Georgie. "Playing and learning." 5 to 7 Educator 2005, no. 6 (April 2005): xvi. http://dx.doi.org/10.12968/ftse.2005.4.6.17795.

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5

Cartlidge, Jacki. "Playing and Adults Learning." Cliopsy N° 6, no. 2 (October 1, 2011): 53–60. http://dx.doi.org/10.3917/cliop.006.0053.

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6

McRae, Chris. "Listening, Playing, and Learning." Text and Performance Quarterly 33, no. 3 (July 2013): 273–75. http://dx.doi.org/10.1080/10462937.2013.787453.

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7

Poling, Devereaux A., and Julie M. Hupp. "Active Learning through Role Playing." College Teaching 57, no. 4 (September 1, 2009): 221–26. http://dx.doi.org/10.3200/ctch.57.4.221-228.

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8

Shailaja, Dr M., Nune Vinaya Reddy, Ambati Srujani, and Cherukuthota Upeksha Reddy. "Playing Tetris with Reinforcement Learning." International Journal for Research in Applied Science and Engineering Technology 10, no. 6 (June 30, 2022): 2088–95. http://dx.doi.org/10.22214/ijraset.2022.44208.

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Abstract: The essential inspiration for this uAndertaking was a pleasant utilization of AI. Tetris is a notable game that is cherished and loathed by a lot of people. Tetris game has a few qualitiesmaking it an intriguing issue for the field of ML. A total portrayal of the tetris issue incorporates tremendous number of states making a meaning of a non-learning procedure for all intents and purposes unthinkable. Late outcomes from the group at Google DeepMind have shown that support learning can have noteworthy execution at game playing, utilizing a negligible measure of earlier data about the game. We use support figuring out how to prepare an AI specialist to play tetris. Support learning permits the machine or programming specialist to gain proficiency with its conduct in light of the criticism that is gotten from the climate. The machine might adjust after some time or may advance once and proceed with that behavior. Tetris is played on a rectangular lattice divided into more modest square regions, regularly ten units wide by twenty units tall. The player controls the direction and even area of pieces that tumble from the highest point of the board to the base and procures focuses by framing total level lines, which are then eliminated from play, causing pieces put higher to move descending. The key speculation of this undertaking is that assuming that the focuses procured in Tetris are utilized as the prize capacity for an AI specialist, then that specialist ought to have the option to figure out how to play Tetris without other oversight.

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9

Velioti-Georgopoulos, Maria. "Playing and learning with puppets." Recherches, no. 16 (July 19, 2016): 59–66. http://dx.doi.org/10.4000/cher.6435.

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10

Morales, Eduardo. "Learning Patterns for Playing Strategies1." ICGA Journal 17, no. 1 (March 1, 1994): 15–26. http://dx.doi.org/10.3233/icg-1994-17104.

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11

Dietz, E. Jacquelin, and Thomas R. Knapp. "Learning Statistics Through Playing Cards." American Statistician 51, no. 2 (May 1997): 207. http://dx.doi.org/10.2307/2685422.

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12

Siligar, E. I. Pusta, Somakim Somakim, and Hapizah Hapizah. "Permutations Learning Via Role Playing." Journal of Education and Learning (EduLearn) 12, no. 3 (August 1, 2018): 422. http://dx.doi.org/10.11591/edulearn.v12i3.9241.

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13

Morales, Eduardo M. "LEARNING PLAYING STRATEGIES IN CHESS." Computational Intelligence 12, no. 1 (February 1996): 65–87. http://dx.doi.org/10.1111/j.1467-8640.1996.tb00253.x.

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14

Cahill, Caitlin, and Cindi Katz. "Children's Geographies: Playing, Living, Learning." Children, Youth and Environments 13, no. 2 (2003): 200–210. http://dx.doi.org/10.1353/cye.2003.0047.

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15

Alva Japa, Hyronimus Edi. "THE ROLE-PLAYING LEARNING MODEL IN IMPROVING LANGUAGE LEARNING OUTCOMES." Teaching English as a Foreign Language Overseas Journal 10, no. 3 (December 25, 2022): 315–28. http://dx.doi.org/10.47178/teflo.v10i3.2379.

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English language learning outcomes using the Role Playing learning model for fifth grade students at SDK ST.Maria Ruteng III. This research is classroom action research (PTK). This classroom action research was carried out in two cycles. Each cycle consisted of 4 stages, namely 1) planning, 2) implementation, 3) observation and 4) reflection. Each cycle I and II was held in 2 meetings. This research was carried out in class VI of SDK ST.Maria Ruteng III, consisting of 30 students. The data in this research was obtained using observation and test methods. The data obtained was analyzed using descriptive statistics. The results of the research showed that the completion of the second cycle of drama playing using the Role Playing learning model for fifth grade students at SDK ST.Maria Ruteng III cycle II was 89.65% or 26 out of 30 students were in the complete category and 10.34% or 4 out of 30 students were in the complete category. incomplete category. Thus, it can be said that the level of achievement of KKM cycle II in drama playing using the Role-Playing learning model has been successful or there has been an increase in language learning outcomes. Indonesia plays drama using the Role Playing learning model for classroom students SDK ST.Maria Ruteng III adapted to the school's KKM.

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Budde, Antje, and Sebastian Samur. "Making Knowledge/Playing Culture." Theatre Research in Canada 40, no. 1-2 (March 20, 2020): 83–101. http://dx.doi.org/10.7202/1068259ar.

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(A project of the Digital Dramaturgy Lab at the Centre for Drama, Theatre and Performance Studies, University of Toronto) This article discusses the 2017 festival-based undergraduate course, “Theatre Criticism and Festival Dramaturgy in the Digital Age in the Context of Globalization—A Cultural-Comparative Approach” as a platform for experiential learning. The course, hosted by the University of Toronto’s Centre for Drama, Theatre and Performance Studies, and based on principles of our Digital Dramaturgy Lab, invited a small group of undergraduate students to critically investigate two festivals—the Toronto Fringe Festival and the Festival d’Avignon—in order to engage as festival observers in criticism and analysis of both individual performances and festival programming/event dramaturgy. We argue that site-specific modes of experiential learning employed in such a project can contribute in meaningful ways to, and expand, current discourses on festivalising/festivalization and eventification through undergraduate research. We focus on three modes of experiential learning: nomadic learning (learning on the move, digital mobility), embodied knowledge (learning through participation, experience, and feeling), and critical making (learning through a combination of critical thinking and physical making). The article begins with a brief practical and theoretical background to the course. It then examines historical conceptions of experiential learning in the performing arts, including theoriesadvanced by Burnet Hobgood, David Kolb and Ronald Fry, and Nancy Kindelan. The importance of the festival site is then discussed, followed by an examination of how the festivals supported thethree modes of experiential learning. Samples of student works are used to support this analysis.

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Lu, Yu-Ling, and Chi-Jui Lien. "Are They Learning or Playing? Students’ Perception Traits and Their Learning Self-Efficacy in a Game-Based Learning Environment." Journal of Educational Computing Research 57, no. 8 (January 21, 2019): 1879–909. http://dx.doi.org/10.1177/0735633118820684.

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As game-based learning continues to draw attention, students’ perceptions toward classroom activities are vital in influencing the quality of learning. This study used the social cognitive theory to show the perception traits of learning and playing in game-based environments and for students to identify their self-efficacy toward game-based learning by different trait groups. The game Formosa Hope was used in an experiment with 362 fifth- and sixth-grade students at ages 11 to 12 years as participants. Three perception traits were identified through a two-step cluster analysis: I—strong perceptions of learning and playing, II—moderate perceptions of learning and playing, and III—strong perception of playing but weak perception of learning. This study showed that regardless of trait type, students demonstrated positive self-efficacy, with those with Trait I having significantly higher self-efficacy than those with Traits II and III, indicating that students’ positive perceptions of learning and playing are essential in prompting self-efficacy in game-based learning.

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18

Rimmer, Wayne. "Learning the game: playing by the rules, playing with the rules." English Today 27, no. 1 (March 2011): 22–27. http://dx.doi.org/10.1017/s0266078411000095.

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Language change is inevitable. If it wasn't, English learners would all be trying to sound like King Alfred. There is never a period of stability in language and the only languages which have reached a kind of equilibrium are those like Latin where are there are no longer any native speakers. The pressure for change on English is particularly high because of its global status and the diversity of contexts in which it operates. In 2006 David Graddol (p. 101) stated that in 2010 two billion people would be learning English. The size of the figures involved makes it impossible to verify whether this prediction was accurate but Graddol's most recent publication (2010: 68) states that up to 350 million people may speak English in India alone. Obviously, most of these English users around the world speak it as a second language. Consequently, any discussion of change in modern English must take into account the input of those who have had to learn English. The purpose of this article is to present examples of learner language which demonstrate principles and mechanisms of language change through the much-discussed phenomenon of language play.

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De Grove, Frederik, Jan Van Looy, and Peter Mechant. "Learning to Play, Playing to Learn." International Journal of Game-Based Learning 3, no. 2 (April 2013): 22–35. http://dx.doi.org/10.4018/ijgbl.2013040102.

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Learning opportunities offered by digital games have become an important research topic in recent years. Language learning is one of the areas in which games could prosper but the question then is whether these should be specialized language-learning games or commercial off-the-shelf games for entertainment. The goal of this paper is to compare the experiences evoked by playing a commercial and two language-learning games in adult foreign language learners (N=62). While results of the experimental design suggest that a commercial game results in better playing and learning experiences, these findings are partly neutralized by the attitude of the participants towards learning through digital games and by being a frequent player of games or not. This raises questions as to how digital games should be designed to appeal to a public of learners that is not familiar with digital game-based learning or with gaming in general.

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20

Mook, G. "Eddy current inspection learning by playing." Insight - Non-Destructive Testing and Condition Monitoring 49, no. 12 (December 1, 2007): 733–35. http://dx.doi.org/10.1784/insi.2007.49.12.733.

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Charania, Nadia Ali Muhammad Ali, Farida Kausar, and Shanaz Cassum. "Playing Jigsaw: A Cooperative Learning Experience." Journal of Nursing Education 40, no. 9 (December 1, 2001): 420–21. http://dx.doi.org/10.3928/0148-4834-20011201-09.

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22

Mazlan, Chamil Arkhasa Nikko, Nor Azman Mohd Ramli, Mohd Hassan Abdullah, and Aiman Ikram Uyub. "E-Learning Gamelan Ensemble Playing Techniques." Jurnal Seni Musik 10, no. 1 (June 30, 2021): 1–4. http://dx.doi.org/10.15294/jsm.v10i1.44076.

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2020 is a very challenging year because of the covid-19 pandemic and this completely changed the music education landscape. In the past, learning musical instruments could be done face to face, now it is impossible. If no action is taken, this situation could cause stress among students, especially those who learning gamelan ensemble instruments. Unlike other musical instruments, the ensemble gamelan is expensive and student cant afford to buy it. That is why set of gamelan is only owned by the university and placed in the faculty only. Due to this, students who live far away are unable to practice their gamelan instrument due to movement control order these days. Therefore, this study introduces Gamelan E-Learning Techniques, which is the concept of learning gamelan basic hand techniques using a simulation methods for keromong, gambang, saron and gendang. The uniqueness of this study is due to the emphasis on the basic hand techniques of gamelan. By using google class application as well, lecturers can upload learning videos as well as assessment of student game techniques online can be done. This study uses experimental case study method with qualitative approach. The participants consisted of second semester of 36 students who attended the AME 3082 gamelan course at Universiti Pendidikan Sultan Idris (UPSI).

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23

Lasley, Joe. "Role‐playing games in leadership learning." New Directions for Student Leadership 2022, no. 174 (June 2022): 73–87. http://dx.doi.org/10.1002/yd.20501.

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Kerr, Wesley, Paul Cohen, and Yu-Han Chang. "Learning and Playing in Wubble World." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 4, no. 1 (September 27, 2021): 66–71. http://dx.doi.org/10.1609/aiide.v4i1.18674.

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Children do not learn the meanings of words from parsing and understanding gigabytes of text; instead meanings are learned from competent speakers who relate language to what's happening in the child's environment. We present a word learning algorithm that operates in a video game environment where the players fill the role of the competent speakers and train softbots to learn language as a child would. We provide empirical evidence that the word learning algorithm successfully learns the meanings for some words in this environment and the children enjoy playing the game.

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E., Díez-Jiménez, Martínez-Muñoz M., Muñoz Jiménez J., Valiente-Blanco I., and Gómez-García M.J. "Learning Mechanics Principles by Playing Sport." International Journal for Cross-Disciplinary Subjects in Education 10, no. 4 (December 30, 2019): 4132–41. http://dx.doi.org/10.20533/ijcdse.2042.6364.2019.0504.

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Kolb, Alice Y., and David A. Kolb. "Learning to play, playing to learn." Journal of Organizational Change Management 23, no. 1 (February 16, 2010): 26–50. http://dx.doi.org/10.1108/09534811011017199.

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Kitson, Neil. "‘Playing games inside’ — Learning through Drama." Education 3-13 17, no. 3 (October 1989): 51–54. http://dx.doi.org/10.1080/03004278885200741.

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Schaap, Andrew. "Learning Political Theory by Role Playing." Politics 25, no. 1 (February 2005): 46–52. http://dx.doi.org/10.1111/j.1467-9256.2005.00228.x.

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Role playing is more likely to promote active learning amongst undergraduate students than a traditional university lecture. This teaching method has been employed effectively in disciplines such as history and in area-studies subjects such as Middle Eastern politics in which students assume the role of particular historical or political agents. However, it is not obvious how role playing might be used to teach political theory. In this article, I discuss a role-play exercise that I devised and consider how it helped to promote what Paul Ramsden calls a ‘deep-holistic’ approach to learning amongst undergraduate students in a second/third year subject in political theory.

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Chen, Jim X. "Learning abstract concepts through interactive playing." Computers & Graphics 30, no. 1 (February 2006): 10–19. http://dx.doi.org/10.1016/j.cag.2005.10.023.

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Kafai, Yasmin B. "Playing and Making Games for Learning." Games and Culture 1, no. 1 (January 2006): 36–40. http://dx.doi.org/10.1177/1555412005281767.

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Justesen, Niels, Philip Bontrager, Julian Togelius, and Sebastian Risi. "Deep Learning for Video Game Playing." IEEE Transactions on Games 12, no. 1 (March 2020): 1–20. http://dx.doi.org/10.1109/tg.2019.2896986.

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Kaufman, Barbara A. "Day by day: Playing and learning." International Journal of Play Therapy 3, no. 1 (1994): 11–21. http://dx.doi.org/10.1037/h0089401.

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Levinson, Robert. "GENERAL GAME-PLAYING AND REINFORCEMENT LEARNING." Computational Intelligence 12, no. 1 (February 1996): 155–76. http://dx.doi.org/10.1111/j.1467-8640.1996.tb00257.x.

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Zeece, Pauline Davey, and Susan K. Graul. "Learning to play: Playing to learn." Day Care & Early Education 18, no. 1 (September 1990): 11–15. http://dx.doi.org/10.1007/bf01620033.

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Bevilacqua, Maurizio, Filippo Emanuele Ciarapica, Giovanni Mazzuto, and Claudia Paciarotti. "“Cook &Teach”: learning by playing." Journal of Cleaner Production 106 (November 2015): 259–71. http://dx.doi.org/10.1016/j.jclepro.2014.11.085.

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Ninik, Ninik. "Monitoring Pembelajaran Konsep Learning By Playing And Playing For Learning Sebagai Peningkatan Kualitas Pendidikan Di TK." PIJAR NUSANTARA 3, no. 2 (February 2, 2018): 108. http://dx.doi.org/10.29407/pn.v3i2.11871.

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Seringkali kita tidak sadar bahwa Usia Taman Kanak-kanak adalah rentang usia bermain, dimana pada usia tersebut mereka cenderung menggunakan motoric kasarnya untuk bergerak melakukan aktivitas yang tentu saja akan menghasilkan sesuatu yang menyenangkan karena tidak lepas dari sifat anak-anak yang cenderung bermain.Di sisi lain dalam dunia pendidikan, bahwa kebutuhan anak dimasa usia dini ini mereka juga harus belajar .Dan kita sebagai orang dewasa harus menyadari bahwa anak-anak adalah anak-anak, yang seharusnya Saat mereka belajar disertai dengan sebuah permainan dan saat mereka bermain tidak sadar kalau mereka sedang belajar. Proses pembelajaran pada hakekatnya adalah interaksi guru dengan murid dalam rangka kegiatan belajar mengajar kepada siswa untuk mencapai tujuan yang diharapkan.Dengan demikian belajar mengajar harus bernilai normatif yaitu mengandung nilai yang mampu mengubah tingkah laku anak didik.Proses interaktif edukatif melibatkan komunikatif aktif dua arah anak didik dan guru. Dalam hal ini memang anak dituntut untuk lebih aktif daripada gurunya dalam arti sikap ,mental dan perbuatannya. Guru hanya berperan sebagai pendamping dan fasilitator saja namun di dalam menyusun program pengajaran supaya relevansi dengan karakteristik dan kebutuhan anak usia Paud maka guru dapat mengacu pada beberapa pakar pendidikan sekaligus perkembangan anak. Dapat disimpulkan bahwa Teori Learning by Playing & Playing for Learning sangat sesuai diterapkan di lembaga Taman Kanak-kanak. Belajar sambil bermain dan bermain seraya belajar merupakan teori yang mempunyai pengaruh positif pada perkembangan anak didik karena dunia anak adalah dunia bermain. Dengan demikian pembelajaran yang menyenangkan akan menghasilkan pertumbuhan dan perkembangan yang maksimal dalam dunia pendidikan yang diharapkan baik dari segi fisik motorik, bahasa, social emosional, intelektualnya, serta moral dan watak anak-anak didik kita.

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Guitart-Tarrés, Laura, Ana Núñez-Carballosa, Natalia Jaría Chacón, Fariza Achcaoucaou, Claudio Cruz-Cázares, Paloma Miravitlles, and Ruben Huertas García. "Playing in Operations Management." WPOM-Working Papers on Operations Management 8 (June 7, 2017): 81. http://dx.doi.org/10.4995/wpom.v8i0.7171.

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<p class="Abstract">The current model of competency-based learning requires new tools that allow students to develop these competencies and become active subjects of their learning (rather than passive receivers of a contents). Gamification or ludification is becoming an innovative trend in many areas, also in higher education. Games can provide a useful environment for students to acquire professional skills, a fact that is much more difficult to acquire through traditional learning methods. In that sense, this paper presents the experience of designing a game for Operations Management students.</p>

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Göksel, Eva. "Playing with possibilities." Scenario: A journal for performative teaching, learning, research XIII, no. 1 (July 24, 2019): 1–20. http://dx.doi.org/10.33178/scenario.13.1.1.

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French as a Second Language (FSL) is not often a popular subject among Canadian elementary and high school students. Negative attitudes and low motivation for learning French contribute to attrition at the high school level. In this article, an alternative teaching approach is applied to the Canadian FSL context at the elementary school level in the province of British Columbia. This action research study conducted in 2010 investigated the outcomes of using a drama-based approach to instruct Core French to 12 year-old students at a Montessori elementary (public) school in British Columbia, Canada. Ten students worked with a teacher/researcher twice a week over a six-week period, using drama strategies and improvisational activities to practice and improve their French language and literacy skills. The use of drama strategies proved motivational for the students who participated with enthusiasm and expressed a desire to continue learning French through drama. The action research approach allowed the students a greater degree of autonomy as their feedback was used to develop lesson content. Engagement in their own learning contributed to improved student attitudes towards attending French class. Ways of further implementing this teaching approach in elementary classrooms needs to be the subject of future research.

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Petley, Rebecca, Jill Attewell, and Carol Savill-Smith. "Not Just Playing Around." International Journal of Virtual and Personal Learning Environments 2, no. 2 (April 2011): 59–72. http://dx.doi.org/10.4018/jvple.2011040106.

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MoLeNET is a unique collaborative initiative, currently in its third year, which encourages and enables the introduction of mobile learning in English post 14 education via supported shared-cost projects. Mobile learning in MoLeNET is defined by MoLeNET as “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.” MoLeNET projects use a wide range of handheld devices with their learners including two handheld game platforms: the Sony PSP and Nintendo DS. A small number of projects have also experimented with educational and therapeutic use of the Nintendo Wii game console and experienced considerable success in engaging reluctant learners and supporting learners with difficulties and/or disabilities. This paper explores the impact that mobile game technologies have on teaching and learning for those involved in MoLeNET, including the development of academic and social skills and the improvement of mobility and health related issues.

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Muhammad Nasir, Husin, Maria Ulfah, and Abdul Rashid bin Abdul Aziz. "APPLICATION OF THE PRINCIPLES OF PLAY WHILE LEARNING IN DEVELOPING MULTIPLE INTELLIGENCE IN EARLY CHILDREN'S EDUCATION." Proceeding of The International Conference on Economics and Business 1, no. 1 (November 22, 2022): 125–33. http://dx.doi.org/10.55606/iceb.v1i1.148.

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Learning while playing, playing while learning is the principle of fun learning in PAUD. Early age at school is an effective age for developing various potentials that children have. This research is motivated by a problem, namely the application of the principle of playing while learning is still not optimal in developing multiple intelligences in early childhood. This study aims to stimulate children's brains in the long term, so that their memories are always filled with activities that give positive impressions and of course are fun for children, and to find out the Early Childhood Education (PAUD) teacher's feelings about the concept of playing while learning for early childhood. The purpose of playing is basically directed at developing children's multiple intelligences. The principle of playing while learning prioritizes playing activities rather than learning, meaning that learning activities in PAUD are more dominated by fun and exciting activities for children. The theoretical foundations in this study are: the concept of playing while learning, the notion of learning, the concept of PAUD learning, the concept of early childhood education. The approach method used in this study is a qualitative approach. The results of the study show that PAUD Dharma Bakti uses the method of playing while learning to increase the multiple intelligences of children. The conclusion of this study is that learning while playing is very effective to do. The theoretical foundations in this study are: the concept of playing while learning, the notion of learning, the concept of PAUD learning, the concept of early childhood education. The approach method used in this study is a qualitative approach. The results of the study show that PAUD Dharma Bakti uses the method of playing while learning to increase the multiple intelligences of children. The conclusion of this study is that learning while playing is very effective to do. The theoretical foundations in this study are: the concept of playing while learning, the notion of learning, the concept of PAUD learning, the concept of early childhood education. The approach method used in this study is a qualitative approach. The results of the study show that PAUD Dharma Bakti uses the method of playing while learning to increase the multiple intelligences of children. The conclusion of this study is that learning while playing is very effective to do.

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Muhammad Nasir, Husin, Maria Ulfah, and Abdul Rashid bin Abdul Aziz. "APPLICATION OF THE PRINCIPLES OF PLAY WHILE LEARNING IN DEVELOPING MULTIPLE INTELLIGENCE IN EARLY CHILDREN'S EDUCATION." International Conference on Education, Social Sciences and Technology (ICESST) 1, no. 1 (November 25, 2022): 77–85. http://dx.doi.org/10.55606/icesst.v1i1.171.

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Learning while playing, playing while learning is the principle of fun learning in PAUD. Early age at school is an effective age for developing various potentials that children have. This research is motivated by a problem, namely the application of the principle of playing while learning is still not optimal in developing multiple intelligences in early childhood. This study aims to stimulate children's brains in the long term, so that their memories are always filled with activities that give positive impressions and of course are fun for children, and to find out the Early Childhood Education (PAUD) teacher's feelings about the concept of playing while learning for early childhood. The purpose of playing is basically directed at developing children's multiple intelligences. The principle of playing while learning prioritizes playing activities rather than learning, meaning that learning activities in PAUD are more dominated by fun and exciting activities for children. The theoretical foundations in this study are: the concept of playing while learning, the notion of learning, the concept of PAUD learning, the concept of early childhood education. The approach method used in this study is a qualitative approach. The results of the study show that PAUD Dharma Bakti uses the method of playing while learning to increase the multiple intelligences of children. The conclusion of this study is that learning while playing is very effective to do. The theoretical foundations in this study are: the concept of playing while learning, the notion of learning, the concept of PAUD learning, the concept of early childhood education. The approach method used in this study is a qualitative approach. The results of the study show that PAUD Dharma Bakti uses the method of playing while learning to increase the multiple intelligences of children. The conclusion of this study is that learning while playing is very effective to do. The theoretical foundations in this study are: the concept of playing while learning, the notion of learning, the concept of PAUD learning, the concept of early childhood education. The approach method used in this study is a qualitative approach. The results of the study show that PAUD Dharma Bakti uses the method of playing while learning to increase the multiple intelligences of children. The conclusion of this study is that learning while playing is very effective to do.

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Cook, Mike P., Matthew Gremo, and Ryan Morgan. "Playing Around with Literature: Tabletop Role-Playing Games in Middle Grades ELA." Voices from the Middle 25, no. 2 (December 1, 2017): 62–69. http://dx.doi.org/10.58680/vm201729412.

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The ever-increasing interest in gaming, both in and out of school, suggests the need for further examinations of the affordances and educational possibilities that lie within gaming, especially within English language arts and literacy classrooms. This article describes the experiences of two middle school ELA classes implementing a tabletop role-playing game in their literature study. Moreover, we share the related benefits to student learning and suggestions, support, and resources for teachers interested in utilizing gaming to foster literary and literacy learning in their own classrooms.

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Rutherford-Morrison, Lara. "Playing Victorian." Public Historian 37, no. 3 (August 1, 2015): 76–101. http://dx.doi.org/10.1525/tph.2015.37.3.76.

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The British heritage industry has long been a subject for debate in the UK, with critics arguing that heritage invests history with a nostalgic idealism that sanitizes and simplifies the nation’s past. This article examines Blists Hill Victorian Town, a British living history museum that purports to re-create everyday industrial life of the 1890s, within the context of these debates, arguing that Blists Hill portrays the late-Victorian period with more complexity than many critics would allow. Shifting the lens of how such sites have typically been evaluated—away from questions of authenticity, to instead focus on how living history museums engage visitors in meaningful play—I consider the ways that Blists Hill promotes creative learning through an imaginative, visceral engagement with history.

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Simpson, Barbara, Rory Tracey, and Alia Weston. "Traveling concepts: Performative movements in learning/playing." Management Learning 49, no. 3 (March 19, 2018): 295–310. http://dx.doi.org/10.1177/1350507618754715.

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This article examines the generative interplay between learning and playing in managing and organizing by taking a performative approach that theorizes learning/playing as an assemblage in which playing and learning emerge as co-evolving processes in practice. Addressing the methodological challenges associated with this performative approach, the learning/playing assemblage is probed using traveling concepts, which attend to the dynamic movements rather than the stabilities of organizing, functioning as proposed by Vygotsky as both a research tool and an emergent result of research. This notion of “travelling concepts” is developed empirically by engaging with Mead’s “sociality,” which he defined as the simultaneous experience of being several things at once. Three interweaving strands of sociality—relational, spatial, and temporal—are elaborated in the context of traveling with and through four artisan food production sites, each of which sought to engage differently with the esthetics and functionality of the food we consume.

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Cutter-Mackenzie, Amy, and Susan Edwards. "Playing With Environmental Education." Australian Journal of Environmental Education 30, no. 1 (July 2014): 134–35. http://dx.doi.org/10.1017/aee.2014.38.

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This article represents the early collaboration of Cutter-Mackenzie and Edwards in early childhood environmental education. The article grappled with the notion of knowledge and its role in the teaching and learning of early childhood education. At that time, ‘knowledge’ was viewed as difficult to integrate with play-based approaches to learning in early childhood education due to reliance in the field of traditional theories of play as a basis for early childhood pedagogy. This meant that open-ended or free play dominated practice, where the role of the teacher was invariably to be seen but not heard.

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Ibánez, José de Jesús Luis González, and Alf Inge Wang. "Learning Recycling from Playing a Kinect Game." International Journal of Game-Based Learning 5, no. 3 (July 2015): 25–44. http://dx.doi.org/10.4018/ijgbl.2015070103.

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The emergence of gesture-based computing and inexpensive gesture recognition technology such as the Kinect have opened doors for a new generation of educational games. Gesture based-based interfaces make it possible to provide user interfaces that are more nature and closer to the tasks being carried out, and helping students that learn best through movement (compared to audio and vision). For younger students, motion interfaces can stimulate development of motor skills and let students be physically active during the school day. In this article, an evaluation is presented of a Kinect educational game where students learn to recycle using body gestures. The focus of the evaluation was to investigate potential advantages using gesture-interfaces in educational games, how the game affected the students' engagement, motivation and learning, and if there were any social preferences for playing the game. The results show that elementary school students get highly motivated and engaged playing a Kinect recycling game. The students also report that they learn from playing this game and prefer such game-based learning to traditional lectures. Finally, the students preferred playing this game as a multi-player game, where the boys preferred to play competitive while the girls preferred playing collaboratively.

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Satria, Vinza Hedi, and Darlis Herumurti. "Role-Playing Game as Learning Media To Support Online Learning." Journal of Education Technology 5, no. 4 (November 26, 2021): 579. http://dx.doi.org/10.23887/jet.v5i4.39718.

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Lack of learning media will affect the learning process in the classroom. Various learning media can motivate students in online learning activities. It causes learning media to be essential in the learning process. In the current era of online learning, students are prone to boredom and stress. Therefore this study aims to develop learning media with RPG (Role Playing Games). This research is exploratory because the field of play is vast, with validation using an E-GameFlow survey to assess the level of comfort of players when gaining knowledge. The research will be conducted on 15 junior high school students by distributing online questionnaires. The methods used to collect data are observation and questionnaires. The instrument used to collect data is a questionnaire. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The results of each question on each aspect of E-GameFlow will be analyzed to find conclusions about the games that have been made. The results of the data obtained show that the lowest value is 5.49 in the challenge aspect, which is caused by a static game map and lack of guidance regarding the game. The overall results of E-GameFlow show that the game can provide comfort to players while providing learning materials. This is evident from no aspect with a score below the average.

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Iwan, I., Eko Siswono, and Durotul Yatimah. "Improving IPS Learning Results through Learning Media Playing King Ludo." American Journal of Educational Research 6, no. 8 (August 2, 2018): 1078–84. http://dx.doi.org/10.12691/education-6-8-3.

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Cohrssen, Caroline, Amelia Church, Karin Ishimine, and Collette Tayler. "Playing with Maths: Facilitating the Learning in Play-Based Learning." Australasian Journal of Early Childhood 38, no. 1 (March 2013): 95–99. http://dx.doi.org/10.1177/183693911303800115.

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Wright, Jessey. "Playing Games and Learning from Shared Experiences." American Association of Philosophy Teachers Studies in Pedagogy 4 (2018): 134–60. http://dx.doi.org/10.5840/aaptstudies201922238.

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One way for an experience to provide an effective scaffold for learning is when the concepts and theories it is intended to help students grasp and understand can be used to productively analyze, make sense of, and discuss the experience itself. In this essay I propose that games and game mechanics can be used to create learning experiences amenable to this kind of scaffold.

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