Playing in Class: Placing Play With Credibility in the Design Classroom

This research through design project explores methods for encouraging playful moments in university design classes. It is informed by scholars such as Dr. Stewart Brown, Dr. Scott Eberle, Dr Brian Sutton-Smith, and Pat Kane, all of whom re-contextualize play as an instinctual, necessary, and beneficial experience. This project proposes a range of playful moments, or Interludes, based upon Play Patterns established by the National Institute for Play (1992). The Interludes were developed, tested and refined through 18 months of focused ethnographic studies and student surveys. The Interludes were categorized into the framework of the 'PlayBook' which supports the facilitation of play; making these moments accessible for design instructors and credible in a university context. Research showed that the Interludes are bene cial to designers and can be easily adapted to a variety of classroom settings. During these activities, students reported feeling more energetic, less stressed, and less pressured. The ethnographic study observed students engaging in the design process in more personally relevant, collaborative, and creative ways, reaffirming elements of a playful experience as defined by NOKIA Research Center (2011). The Interludes are designed with minimal structure, so as to retain the voluntary, personally unique experiences that are essential to play. Using the Interludes in the 'PlayBook' as a jumping off point, this project can act as an actionable step towards a more naturally playful pedagogy.