Higher education faculty strive to adopt pedagogical approaches that generate student engagement, motivation, and quality learning experiences. The literature on play has much to offer higher education. However, playful pedagogy remains an uncommon approach in education and is often represented in the literature as a practice utilized for a singular purpose and not as an underlying teaching philosophy. This phenomenological study examines the meaning of students’ experiences of play as a foundation to learning. The themes that emerge are: 1) play is underutilized and devalued in higher education, 2) play cultivates relational safety and a warm classroom environment, 3) play removes barriers to learning, 4) play awakens students’ positive affect and motivation, and 5) play ignites an open and engaged learning stance to enhance learning.

中文翻译：

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高等教育中的游戏学习过程：现象学研究

高等教育教师努力采用能够产生学生参与度、积极性和高质量学习体验的教学方法。有关游戏的文献可以为高等教育提供很多帮助。然而，有趣的教学法在教育中仍然是一种不常见的方法，并且在文献中经常被描述为一种用于单一目的的实践，而不是一种潜在的教学理念。这项现象学研究考察了学生游戏体验作为学习基础的意义。出现的主题是：1) 游戏在高等教育中未被充分利用和贬值，2) 游戏培养了关系安全和温暖的课堂环境，3) 游戏消除了学习障碍，4) 游戏唤醒了学生的积极情感和动机，以及 5 ) 游戏激发了开放和参与的学习姿态，以加强学习。