Playful Computation

Abstract

This paper investigates students’ experiences and teachers’ attitudes towards playful computation: an innovative pedagogy that emphasizes playful learning to teach students information and computing technology. A pilot study was conducted at a Californian primary school during the summer, involving 84 students and 5 teachers engaging in creative and playful computing activities such as 3D printing, coding drones, redubbing audio, building computers, and music production. Student surveys, teacher interviews, and classroom observations were collected in mixed-methods research to provide multiple perspectives on the challenges and benefits of implementing the pedagogy. Key findings indicate that playful computation significantly boosted student engagement and enjoyment, even surpassing student expectations. Teachers also expressed surprise at the increase in engagement as well as persistence, attributing this to the intrinsically rewardingnature of playful activities. Playful computation also promoted student self-expression and collaborative learning. However, teachers expressed concerns about the practicality of implementing this pedagogy in standard educational settings due to existing structural constraints of aligning with academic standards. Classroom management and lack of established norms for play in this learning context also limited their lesson plans and implementations. Supporting the existing literature on the benefits of playful learning, this research also suggests the need for further investigation into its role in facilitating flow and non-cognitive traits like grit. Investigating how playful computation impacts students’ testable learning outcomes is also recommended as a necessary research direction to facilitate broader implementation in American classrooms.