Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32451
Play in College: Shifting Perspectives and Creative Problem-Based Play

Authors: Agni Stylianou-Georgiou, Eliza Pitri


This study is a design narrative that discusses researchers’ new learning based on changes made in pedagogies and learning opportunities in the context of a Cognitive Psychology and an Art History undergraduate course. The purpose of this study was to investigate how to encourage creative problem-based play in tertiary education engaging instructors and student-teachers in designing educational games. Course instructors modified content to encourage flexible thinking during game design problem-solving. Qualitative analyses of data sources indicated that Thinking Birds’ questions could encourage flexible thinking as instructors engaged in creative problem-based play. However, student-teachers demonstrated weakness in adopting flexible thinking during game design problem solving. Further studies of student-teachers’ shifting perspectives during different instructional design tasks would provide insights for developing the Thinking Birds’ questions as tools for creative problem solving.

Keywords: Creative problem-based play, educational games, flexible thinking, tertiary education.

Digital Object Identifier (DOI):

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 796


[1] E. W. Eisner, “The role of art play in children’s cognitive development,” in Children’s play and learning: perspectives and policy implications, 2nd ed. vol. 3, E. Klaougman and S. Smilansky, Eds. New York: Teachers College Press, 1990, pp. 43–56.
[2] E. Pitri, “The role of artistic play in problem solving,” Art Education, vol. 54, no. 3, pp. 46–51, May 2001.
[3] E. Seppälä, The Happiness Track: How to apply the science of happiness to accelerate your success. NY: HarperCollins, 2016.
[4] Y. Hsu, C. Liang and C.C, Chiang, “The mediating effects of generative cognition on imagination stimulation,” Innovations in Education and Teaching International, vol. 51, no. 5, pp. 544–555, 2014.
[5] K. Perdue, “Imagination. The Chicago school of media theory,” 2003, Retrieved Feb 2, 2015, from
[6] K. Egan, An imaginative approach to teaching. San Francisco, CA: Jossey-Bass, 2005.
[7] M. Greene, Releasing the imagination. San Francisco, CA: Jossey-Bass, 1995.
[8] M. Greene, Variations on a blue guitar; the Lincoln Center Institute lectures on aesthetic education. New York, NY: Teachers College Press, 2001.
[9] E. De Bono, Six Thinking Hats, New York: Back Bay Books, 1999.
[10] M. F. Young, S. Slotta, A. B. Cutter, G. Jalette, G. Mullin, B. Lai, Z. Simeoni, M. Tran and M. Yukhymenko, “Our princess is in another castle: A review of trends in serious gaming for education,” Review of Educational Research, vol. 82, no. 1, pp. 61–89, March 2012.
[11] M. Gaydos, “Seriously Considering Design in Educational Games,” Educational Researcher, vol. 44, no. 9, pp 478-483, November 2015.
[12] S. Brown, Play: How it shapes the brain, opens the imagination and invigorates the soul. New York, NY: Penguin Group, 2010.
[13] Design Based Research Collective (DBRC). “Design-based research: An emerging paradigm for educational inquiry,” Educational Researcher, vol. 32, no.1,pp. 5–8,January/February 2003.