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Ludic Approaches to Teaching and Learning: Facilitating the Emotional Self at Work in Higher Education
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Author(s): Catherine Hayes (University of Sunderland, UK)
Copyright: 2021
Pages: 19
Source title:
The Emotional Self at Work in Higher Education
Source Author(s)/Editor(s): Ingrid Ruffin (University of Tennessee, Knoxville, USA) and Charissa Powell (University of Tennessee, Knoxville, USA)
DOI: 10.4018/978-1-7998-3519-6.ch005
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Abstract
Ludic approaches to the everyday tasks faced in higher education have become a receptacle for individuality, creativity, and the acknowledgement of the value of individual thought processes. Thoughts, meanings, and emotions are not just an embedded part of or neatly contained within people; rather they exist as connectors within and between human individualities as part of wider collective aims, values, and experience. The purpose of this chapter is to provide an insight into how ludic approaches to learning and teaching have the capacity to facilitate the emotional self at work in the context of higher education. An insight into the use of the Lego Serious Play method is used in illustrating how gamification can impact upon processes of critical introspection and reflexivity.
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