Using the Labyrinth as a Teaching Tool in Psychology

Abstract

Abstract This article describes the use of the labyrinth for inquiry-based, hands-on activities suitable for a variety of psychology courses including learning, physiological psychology, clinical child psychology, and history of psychology. Two classroom examples that focus on psychology of learning and psychophysiology are presented. In general, students appeared to enjoy and learn from the labyrinth task. We see the labyrinth as a helpful base upon which instructors can build a set of activities to experientially communicate psychological concepts to students.