Play as mediator for knowledge-creation in Problem Based Learning

This article recounts reflections by a small group of students and their supervisor on play utilized at their meetings as part of a Problem Based Learning (PBL) process. The students experienced how a less traditional professor-student relationship arose, which transformed their interaction and relationship into a more holistic, trustful, sensitive, open, creative and collaborative form that gave rise to the following questions: what can a more playful approach bring into a PBL learning-space? What influence can play have on learning, and on student-to-student and student-supervisor relationships and collaboration? Why did the students find that this experience enhanced a learning that differed from their earlier experiences? What was it play had mediated? The article, which is also a theoretical discussion of future pedagogics in Higher Education, introduces a new model including three different knowledge forms. These take their departure from a PBL approach - regarded as a ‘problem-solving’ approach to learning, and PpBL (Play and Problem Based Learning), a ‘playful’, experimenting and intuitive approach.

本文记录了一小群学生及其导师对会议中运用游戏的反思，这些游戏是基于问题的学习（PBL）过程的一部分。学生们感受到一种非传统的师生关系逐渐形成，这种关系将他们的互动模式转变为更具整体性、信任性、敏感性、开放性、创造性与协作性的形态，并由此引发了以下问题：更具游戏性的方法能为PBL学习空间带来什么？游戏对学习、生生关系、师生关系及协作会产生何种影响？为何学生认为此次体验所促进的学习与以往经历有所不同？游戏究竟介导了什么？本文同时也是对高等教育未来教学法的理论探讨，提出了一种包含三种不同知识形态的新模式。这些知识形态源于两种学习路径：其一为PBL路径，即“问题解决”导向的学习方式；其二为游戏与问题融合的学习（PpBL）路径，即“游戏化”、实验性与直觉性的学习方式。