Playful Learning Journeys: Exploring the Perceptions and Knowledge of Lecturers/Tutors and Student Teachers
Saved in:
| Title: | Playful Learning Journeys: Exploring the Perceptions and Knowledge of Lecturers/Tutors and Student Teachers |
|---|---|
| Language: | English |
| Authors: | Frank Twum (ORCID |
| Source: | Journal of Educational Research and Practice. 2025 15. |
| Availability: | Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: JERAP@waldenu.edu; Web site: http://scholarworks.waldenu.edu/jerap |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Tutors, Student Teachers, Game Based Learning, Play, Student Teacher Attitudes, Time Factors (Learning), Cognitive Development, Memory, Psychomotor Skills, Outcomes of Education |
| Geographic Terms: | Ghana |
| ISSN: | 2167-8693 |
| Abstract: | This paper investigated the perceptions and knowledge of play-based learning (PBL) by lecturers/tutors and student teachers. Ninety lecturers/tutors (68 males, 22 females) and 363 student teachers (191 males, 172 females) participated in the study. While both lecturers/tutors and student teachers favored PBL, they had some concerns. Lecturers/tutors acknowledged the benefits of PBL, including its enhancement of memory, conceptual development, and motor skills in children. However, nearly two-thirds found it time-consuming. Student teachers were of the view PBL promoted positive student experiences. However, more than half felt PBL offered limited opportunities for their own learning during lessons. Both groups demonstrated knowledge of PBL characteristics and usage, however a gap between knowledge and application was evident. While most lecturers/tutors used PBL for engagement during lessons, consistent play integration throughout lessons was lower. Similarly, more than 20% of student teachers lacked exposure to PBL during practicums and had not implemented PBL themselves. Logistical challenges emerged as potential hurdles. Limited time, large class sizes, and insufficient resources were common concerns across both groups. Interestingly, learner characteristics were not a major barrier to the implementation of PBL. Student teachers specifically mentioned the current timetable structure as a challenge. These findings suggest a need for enhanced training to bridge the theory-practice gap and address logistical limitations. Additionally, exploring strategies for effective PBL integration across lessons and subjects could be valuable. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492379 |
| Database: | ERIC |
| Abstract: | This paper investigated the perceptions and knowledge of play-based learning (PBL) by lecturers/tutors and student teachers. Ninety lecturers/tutors (68 males, 22 females) and 363 student teachers (191 males, 172 females) participated in the study. While both lecturers/tutors and student teachers favored PBL, they had some concerns. Lecturers/tutors acknowledged the benefits of PBL, including its enhancement of memory, conceptual development, and motor skills in children. However, nearly two-thirds found it time-consuming. Student teachers were of the view PBL promoted positive student experiences. However, more than half felt PBL offered limited opportunities for their own learning during lessons. Both groups demonstrated knowledge of PBL characteristics and usage, however a gap between knowledge and application was evident. While most lecturers/tutors used PBL for engagement during lessons, consistent play integration throughout lessons was lower. Similarly, more than 20% of student teachers lacked exposure to PBL during practicums and had not implemented PBL themselves. Logistical challenges emerged as potential hurdles. Limited time, large class sizes, and insufficient resources were common concerns across both groups. Interestingly, learner characteristics were not a major barrier to the implementation of PBL. Student teachers specifically mentioned the current timetable structure as a challenge. These findings suggest a need for enhanced training to bridge the theory-practice gap and address logistical limitations. Additionally, exploring strategies for effective PBL integration across lessons and subjects could be valuable. |
|---|---|
| ISSN: | 2167-8693 |
