The game
Never stop playing, even science says so.
In fact, we all kind of like to play, and come to think of it, through play, we learn about the world around us from the time we are children. Play has always involved us and is one of the first tools that, consciously or unconsciously, facilitates our learning precisely because of its entraining power. Play, is considered, by the behavioral sciences, as a voluntary and motivated entertainment activity carried out for recreational purposes. A game, to be such, must possess clear and predefined objectives and must be defined according to precise rules, the violation of which carries penalties for those who commit them.
There are several characteristics that define the pleasantness of the play experience: first and foremost, it is an activity that is an integral part of human nature precisely because, from an early age, we begin to discover life by playing. Moreover, play helps the brain to produce endorphins, generating a feeling of well-being. By playing, we are in fact confronted with many emotions: we experience them lightly because we are aware of their limitation in space and time and so we enjoy them without hesitation. Finally, through play we enter into relationships with other players: this allows us to experience dynamics of cooperation or challenge through the application of strategies and reasoning and the development of creativity.
The dynamics of play, regularly integrated into educational activities aimed at younger children, are also increasingly applied in nonformal activities for the education of different age groups precisely because of their power to foster the acquisition of cross-curricular skills as well as enrich the educational journey by making it more active and participatory.
New approaches to non-formal learning
In recent years, there has been an awareness of the potential of non-formal learning. With the aim of making it more engaging and interactive, there are several methodologies that are becoming increasingly popular and are being applied in different types of contexts, both educational as well as in business activities. We are talking about the methodologies related to Gamification and Game Based Learning. Let us look at them in detail.
Gamification is the use of game elements in non-game contexts, such as the work environment or education, to motivate and engage people. The goal of gamification is to make activities more fun and engaging, thereby improving people’s motivation and participation.
The effectiveness of this methodology lies in being able to create motivation in the user through elements such as scoring, ranking, levels etc.
Just as Albert Einstein argued, “Play helps to get and see better solutions, to feel better, to find new uses and new ways of standing in front of the usual actions,” through the methodology of Gamification, space is created for listening and the development of lateral thinking and thus to the experimentation of creativity through different stimuli.
Game Based Learning refers to the use of educational games to enhance players’ learning. In this case, the game itself becomes the teaching method. This type of learning can be used in a wide range of contexts, such as formal education, corporate training or physical rehabilitation.
By solving problems within the game, players learn through hands-on experience (learning by doing): they can apply knowledge gained in the classroom in a practical context and see how it can be used in real life. Game Based Learning can be used in many areas of education (math, science, history and languages). This methodology is used to develop skills such as critical and creative thinking, computational thinking, problem-solving, collaboration skills etc.
Examples and application
The application of the methodologies described above can also be found in the area of Cultural and Creative Industries. One example is the company WE ARE MUSLI, founded in 2011 in Milan, Italy, which uses Game Based Learning methodology to enhance and promote Italy’s historical, cultural and artistic heritage. Through the design of digital and physical activities such as Escape Rooms or analog games, notions and skills in literature and art are transmitted. WE ARE MUSLI collaborates with public institutions, schools and companies and creates products to make people reflect on issues of historical importance such as the docu-game TWENTY MONTHS on the Italian anti-fascist resistance or WER IST WER made for the 30th anniversary of the fall of the Berlin Wall.
An example, however, of the application of Gamification methodology is related to the card-game The Shapers – cards to shape your future. This is an activity developed by the Slovenian company BB Consulting, as part of the European project StayOn through the EEA and Norway Youth Employment Grant Fund. The game consists of cards and is a personal development tool. In fact, it draws inspiration from Merrill-Reid’s theory of social personality types and Erikson’s types of human behavior in the workplace. The game offers challenges, questions and quotes with the aim of reinforcing certain soft skills: it can be played individually or in a coaching/mentorship context.
In conclusion, play is much more than a pastime; it is a powerful tool for learning, motivating and growing both individually and collectively. Incorporating playful elements into daily activities can lead to amazing results, improving the quality of learning, engagement and collaboration in multiple contexts. So the next time you play, remember that you are doing more than just having fun: you are learning and growing. Never stop playing!
