Accessing the Inaccessible: Redefining Play as a Spectrum.
Accessing the Inaccessible: Redefining Play as a Spectrum.
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DOI：
10.3389/fpsyg.2018.01124
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发表时间：
2018
影响因子：
3.8
通讯作者：
Whitebread D
中科院分区：
文献类型：
--
作者：
Zosh JM;Hirsh-Pasek K;Hopkins EJ;Jensen H;Liu C;Neale D;Solis SL;Whitebread D
游戏的定义多年来一直困扰着研究人员和哲学家。从将游戏描述为由于其复杂性而无法实现的概念，到提供功能清单，该领域一直在努力将“游戏”概念化和操作化。这篇理论文章回顾了关于游戏和学习的文献，并建议将游戏视为一个光谱-从自由游戏（没有指导或支持）到有指导的游戏和游戏（包括有目的的成人支持，同时保持游戏元素），我们可以更好地捕捉游戏的真正本质并解释其与学习的关系。来自学习科学的见解使我们能够更好地理解为什么游戏支持跨社会和学术领域的学习。通过改变我们概念化游戏的透镜，我们以一种有凝聚力的方式解释了以前的发现，同时也为该领域提出了新的探索途径，以研究通过游戏学习在不同年龄和背景下的作用。
Defining play has plagued researchers and philosophers for years. From describing play as an inaccessible concept due to its complexity, to providing checklists of features, the field has struggled with how to conceptualize and operationalize “play.” This theoretical piece reviews the literature about both play and learning and suggests that by viewing play as a spectrum – that ranges from free play (no guidance or support) to guided play and games (including purposeful adult support while maintaining playful elements), we better capture the true essence of play and explain its relationship to learning. Insights from the Science of Learning allow us to better understand why play supports learning across social and academic domains. By changing the lens through which we conceptualize play, we account for previous findings in a cohesive way while also proposing new avenues of exploration for the field to study the role of learning through play across age and context.
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