View in EDS

Playful Learning Journeys: Exploring the Perceptions and Knowledge of Lecturers/Tutors and Student Teachers

Saved in:
Bibliographic Details
Title: Playful Learning Journeys: Exploring the Perceptions and Knowledge of Lecturers/Tutors and Student Teachers
Language: English
Authors: Frank Twum (ORCID 0000-0003-4099-4719), Samuel Kweku Hayford (ORCID 0000-0003-2906-5249), Dandy George Dampson (ORCID 0000-0002-7185-7189), Johnnie Kojo Hayford (ORCID 0009-0000-6213-7449)
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1492379
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1492379
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Playful Learning Journeys: Exploring the Perceptions and Knowledge of Lecturers/Tutors and Student Teachers
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Frank+Twum%22">Frank Twum</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4099-4719">0000-0003-4099-4719</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samuel+Kweku+Hayford%22">Samuel Kweku Hayford</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2906-5249">0000-0003-2906-5249</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dandy+George+Dampson%22">Dandy George Dampson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7185-7189">0000-0002-7185-7189</externalLink>)<br /><searchLink fieldCode="AR" term="%22Johnnie+Kojo+Hayford%22">Johnnie Kojo Hayford</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-6213-7449">0009-0000-6213-7449</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Research+and+Practice%22"><i>Journal of Educational Research and Practice</i></searchLink>. 2025 15.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 30
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2167-8693
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1492379
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1492379
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Student Teacher Attitudes
        Type: general
      – SubjectFull: Time Factors (Learning)
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Memory
        Type: general
      – SubjectFull: Psychomotor Skills
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Ghana
        Type: general
    Titles:
      – TitleFull: Playful Learning Journeys: Exploring the Perceptions and Knowledge of Lecturers/Tutors and Student Teachers
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Frank Twum
      – PersonEntity:
          Name:
            NameFull: Samuel Kweku Hayford
      – PersonEntity:
          Name:
            NameFull: Dandy George Dampson
      – PersonEntity:
          Name:
            NameFull: Johnnie Kojo Hayford
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2167-8693
          Numbering:
            – Type: volume
              Value: 15
          Titles:
            – TitleFull: Journal of Educational Research and Practice
              Type: main
ResultId 1