This article, a conceptual and theoretical piece, opens a window on “playful learning” as a philosophy of education and a suite of diverse pedagogical approaches, methods, and techniques. The paper criticizes the serious ambience of adult education with its high levels of instrumentalism and performativity. It argues for playful learning as an ideology and methodology to realize the light (i.e., the true essence) and the delight (i.e., the pleasure) of learning. To this aim, the paper initially provides a feature-based, pedagogical perspective of “play.” Afterward, it defines and defends playful learning, highlighting a wide spectrum of possibilities and affordances within the pedagogy of play. In particular, (digital) game-based learning, gamification, and quest-based learning are touched upon. Additionally, connections are briefly made between playful learning and several teaching paradigms and philosophies in adult education such as student-centered learning, project-based learning, creative pedagogy, positive education, and critical pedagogy. Furthermore, the article puts forth “signature pedagogy” as a theoretical framework to safeguard the implementation of playful learning in adult education. Similarly, the notion of “iplay” (or intelligent play) is introduced to underscore the technological and evolving dimensions of play and playful learning. The paper, finally addresses several areas of concern within “playful adult education.” It touches upon creating a “playful mindset” and “play culture” among educational stakeholders especially teachers and students. Likewise, developing appropriate adult learning “playware” (i.e., playful instructional content) and “playful assessment” are addressed.

中文翻译：

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轻松与快乐：趣味学习作为成人教育的意识形态和方法论

本文是一篇概念性和理论性的文章，打开了一扇关于“寓教于乐”的教育哲学和一套多样化的教学方法、方法和技术的窗口。本文批判了成人教育的高度工具主义和表演性的严肃氛围。它主张将寓教于乐的学习作为一种意识形态和方法论来实现学习的光明（即真正的本质）和快乐（即快乐）。为此，本文首先提供了一种基于特征的“游戏”教学视角。然后，它定义并捍卫了游戏式学习，强调了游戏教学法中广泛的可能性和可供性。特别是，涉及基于（数字）游戏的学习、游戏化和基于任务的学习。此外，还简要介绍了游戏式学习与成人教育中的几种教学范式和理念之间的联系，例如以学生为中心的学习、基于项目的学习、创造性教育学、积极教育和批判性教育学。文章还提出了“标志教育学”作为理论框架，为成人教育中寓教于乐的实施提供保障。同样，引入“iplay”（或智能游戏）的概念是为了强调游戏和寓教于乐的学习的技术和不断发展的维度。该论文最后解决了“有趣的成人教育”中几个值得关注的领域。它涉及在教育利益相关者尤其是教师和学生中创造“游戏心态”和“游戏文化”。同样，开发适当的成人学习“玩具”（即有趣的教学内容）和“有趣的评估”也得到解决。