Abstract

Playful and kinaesthetic learning approaches are used in numerous early years (birth to 5 years old) learning environments, however studies in HE STEM disciplines are uncommon. This study aimed to explore the use of Play-Doh in an undergraduate anatomy module as a method of enhancing engagement. 63 students attended the ‘kinaesthetic play' lecture, where students worked in teams to make a variety of epithelial cell types using Play-Doh. Before and after the activity, students were asked to ‘choose one word to describe how you feel'. Before the activity, 48.3% of responses were negative (E.g. confused, worried, childish). However, after the activity not a single negative response was recorded. 98% of students reported that they enjoyed the activity and 84% reported that the activity increased their understanding. This data suggests a utility for kinaesthetic playful practice in STEM teaching. Overcoming initial student perceptions towards alternative teaching practices is a challenge to be considered during session design.

Citation

Lace-Costigan, G. (2017). Perceptions of Play: Using Play-Doh to Enhance the Student Experience in Bioscience Higher Education. International Journal of Game-Based Learning, 7(3), 26-37. IGI Global. Retrieved August 15, 2024 from https://www.learntechlib.org/p/186547/.

Keywords

• biology
• Biomedical Science
• engagement
• higher education
• Kinaesthetic
• pedagogy
• Play
• Play-Doh
• STEM