{"id":987,"date":"2026-01-14T16:34:54","date_gmt":"2026-01-14T14:34:54","guid":{"rendered":"https:\/\/webs.uab.cat\/campus-social-educatiu\/?page_id=987"},"modified":"2026-03-04T22:42:43","modified_gmt":"2026-03-04T20:42:43","slug":"playful-learning","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/campus-social-educatiu\/en\/metodologies\/playful-learning\/","title":{"rendered":"Playful learning"},"content":{"rendered":"\n<div class=\"wp-block-columns alignwide are-vertically-aligned-center is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-vertically-aligned-center is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\">\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"640\" height=\"640\" src=\"https:\/\/webs.uab.cat\/campus-social-educatiu\/wp-content\/uploads\/sites\/672\/2026\/01\/161551645_267632818356956_6536361107904975412_n.jpg\" alt=\"\" class=\"wp-image-241\" srcset=\"https:\/\/webs.uab.cat\/campus-social-educatiu\/wp-content\/uploads\/sites\/672\/2026\/01\/161551645_267632818356956_6536361107904975412_n.jpg 640w, https:\/\/webs.uab.cat\/campus-social-educatiu\/wp-content\/uploads\/sites\/672\/2026\/01\/161551645_267632818356956_6536361107904975412_n-300x300.jpg 300w, https:\/\/webs.uab.cat\/campus-social-educatiu\/wp-content\/uploads\/sites\/672\/2026\/01\/161551645_267632818356956_6536361107904975412_n-150x150.jpg 150w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-center is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<p>La pedagogia de l&#8217;aprenentatge l\u00fadic se centra en la persona, els recursos i les eines que ofereix l&#8217;entorn d&#8217;aprenentatge. Es construeix en entorns textuals rics i multimodals que estimulen a les persones a investigar, sorprendre&#8217;s, conceptualitzar, produir i donar sentit.<\/p>\n\n\n\n<p>L&#8217;aprenentatge l\u00fadic \u00e9s un enfocament pedag\u00f2gic que utilitza el joc com una eina d&#8217;aprenentatge, integrant de manera efectiva el contingut acad\u00e8mic amb l&#8217;experi\u00e8ncia l\u00fadica. \u00c9s important entendre que el joc no \u00e9s simplement una activitat recreativa, sin\u00f3 que ha de tenir una intencionalitat educativa clara. Les propostes d&#8217;aprenentatge l\u00fadic han d&#8217;estar dissenyades per a complir objectius educatius espec\u00edfics, no sols per a entretenir.<\/p>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns alignwide is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<h3 class=\"wp-block-heading\">Beneficis de l&#8217;aprenentatge servei<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Frac\u00e0s segur<\/strong>: Permet experimentar i aprendre de l&#8217;error, la qual cosa desenvolupa resili\u00e8ncia.<\/li>\n\n\n\n<li><strong>Exploraci\u00f3 creativa<\/strong>: Fomenta la creativitat, la imaginaci\u00f3 i la capacitat d&#8217;explorar noves perspectives.<\/li>\n\n\n\n<li><strong>Col\u00b7laboraci\u00f3<\/strong>: Promou el treball en equip i l&#8217;intercanvi d&#8217;idees.<\/li>\n\n\n\n<li><strong>Apoderament<\/strong>: Els estudiants prenen el control del seu proc\u00e9s d&#8217;aprenentatge.<\/li>\n\n\n\n<li><strong>Aprenentatge memorable<\/strong>: Fa que els conceptes siguin m\u00e9s f\u00e0cils de recordar i aplicar en diferents contextos.<\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<h3 class=\"wp-block-heading\">Aspectes a tenir en compte per a aplicar l&#8217;aprenentatge servei<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Intencionalitat educativa<\/strong>: Assegurar-se que el joc no sigui sol entreteniment, sin\u00f3 que tingui objectius pedag\u00f2gics clars. El joc ha d&#8217;estar vinculat al contingut que es vol ensenyar i ha de fomentar el desenvolupament de compet\u00e8ncies tant cognitives com emocionals i procedimentals.<\/li>\n\n\n\n<li><strong>Propostes noves<\/strong>: \u00c9s fonamental que les activitats l\u00fadiques no es limitin als formats tradicionals de jocs ja coneguts. Hem d&#8217;anar m\u00e9s enll\u00e0 del ja fet, explorant noves maneres d&#8217;integrar el joc i la pedagogia, per a oferir experi\u00e8ncies innovadores que desafi\u00efn la creativitat dels participants.<\/li>\n\n\n\n<li><strong>Equilibri entre joc i aprenentatge<\/strong>: El joc ha d&#8217;estar dissenyat de manera que es pugui mesurar l&#8217;aprenentatge i s&#8217;identifiquin clarament les compet\u00e8ncies que s&#8217;estan desenvolupant, no sols l&#8217;entreteniment.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading alignwide\">Refer\u00e8ncies bibliogr\u00e0fiques<\/h2>\n\n\n\n<div class=\"wp-block-columns alignwide has-small-font-size is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<ul class=\"wp-block-list\">\n<li class=\"has-small-font-size\">Baker, S. T., Le Courtois, S., &amp; Eberhart, J. (2021). Making space for children\u2019s agency with playful learning.&nbsp;<em>International Journal of Early Years Education<\/em>, 1-13.&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/09669760.2021.1997726\">https:\/\/doi.org\/10.1080\/09669760.2021.1997726<\/a>&nbsp;<\/li>\n\n\n\n<li>Brooks, E. P. (2013). Ludic engagement designs: creating spaces for playful learning. In Universal Access in Human-Computer Interaction. Applications and Services for Quality of Life: 7th International Conference, UAHCI 2013, Held as Part of HCI International 2013, Las Vegas, NV, USA, July 21-26, 2013, Proceedings, Part III 7 (pp. 241-249). Springer Berlin Heidelberg.&nbsp;<a href=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-3-642-39194-1_28\">https:\/\/link.springer.com\/chapter\/10.1007\/978-3-642-39194-1_28<\/a><\/li>\n\n\n\n<li>Johnston, O., Wildy, H., &amp; Shand, J. (2022). Teenagers learn through play too: communicating high expectations through a playful learning approach. The Australian Educational Researcher, 1-20.&nbsp;<a href=\"https:\/\/doi.org\/10.1007\/s13384-022-00534-3&nbsp;\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/s13384-022-00534-3&nbsp;<\/a><\/li>\n\n\n\n<li>Leather, Mark, Nevin Harper, and Patricia Obee. &#8220;A pedagogy of play: Reasons to be playful in postsecondary education.&#8221; Journal of Experiential Education 44.3 (2021): 208-226.&nbsp;<a href=\"https:\/\/doi.org\/10.1177\/1053825920959684\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1177\/1053825920959684&nbsp;<\/a><\/li>\n\n\n\n<li>Tawfique, M., Alam, A., Ergler, C., &amp; Freeman, C. (2025). Activating the playful city: A review of ludic urbanism and introducing the ludic continuum framework. City, <em>Culture and Society, 42,<\/em> 100641.&nbsp;<a href=\"https:\/\/doi.org\/10.1016\/j.ccs.2025.100641\">https:\/\/doi.org\/10.1016\/j.ccs.2025.100641<\/a><\/li>\n\n\n\n<li>Henricks, T. S. (1999). Play as Ascending Meaning: Implications of a General. Play contexts revisited, 2, 257.&nbsp;<a href=\"https:\/\/files.eric.ed.gov\/fulltext\/EJ1023798.pdf\">https:\/\/files.eric.ed.gov\/fulltext\/EJ1023798.pdf<\/a>&nbsp;<\/li>\n\n\n\n<li>Heljakka, K. (2023, January). Building playful resilience in higher education: Learning by doing and doing by playing. In&nbsp;<em>Frontiers in Education<\/em>&nbsp;(Vol. 8, p. 1071552). Frontiers. <a href=\"https:\/\/doi.org\/10.3389\/feduc.2023.1071552&nbsp;\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.3389\/feduc.2023.1071552&nbsp;<\/a><\/li>\n\n\n\n<li>J\u00f8rgensen, H. H., Schr\u00f8der, V., &amp; Skovbjerg, H. M. (2023). Playful learning, space and materiality: An integrative literature review.&nbsp;<em>Scandinavian Journal of Educational Research,<\/em>&nbsp;67(3), 419-432.&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/00313831.2021.2021443\">https:\/\/doi.org\/10.1080\/00313831.2021.2021443<\/a>&nbsp;<\/li>\n\n\n\n<li>Kangas, M., Siklander, P., Randolph, J., &amp; Ruokamo, H. (2017). Teachers&#8217; engagement and students&#8217; satisfaction with a playful learning environment.&nbsp;<em>Teaching and Teacher Education<\/em>, 63, 274-284.<a href=\"https:\/\/doi.org\/10.1016\/j.tate.2016.12.018\">https:\/\/doi.org\/10.1016\/j.tate.2016.12.018<\/a>&nbsp;<\/li>\n\n\n\n<li>Mardell, B., Ryan, J., Krechevsky, M., Baker, M., Schulz, T. S., and LiuConstant, Y. (2023).&nbsp;<em>A pedagogy of play: Supporting playful learning in classrooms and schools<\/em>. Cambridge, MA: Project Zero.&nbsp;<a href=\"https:\/\/pz.harvard.edu\/projects\/pedagogy-of-play\">https:\/\/pz.harvard.edu\/projects\/pedagogy-of-play<\/a><\/li>\n\n\n\n<li>Melasalmi, A., Siklander, S., Kangas, M., &amp; Hurme, T-R. (2023).&nbsp;Agentic playful pre-service teachers: positionings from teacher-initiated playful teacher to community-shared playful teacher.&nbsp;<em>Frontiers in education<\/em>,&nbsp;<em>8<\/em>, [1102901].&nbsp;<a href=\"https:\/\/doi.org\/10.3389\/feduc.2023.1102901\">https:\/\/doi.org\/10.3389\/feduc.2023.1102901<\/a><\/li>\n\n\n\n<li>Moseley, A. (2018).&nbsp;<em>Learning at the Edge of the Magic Circle: A Case for Playful Learning<\/em>&nbsp;(Doctoral dissertation, University of Leicester)..&nbsp;<a href=\"https:\/\/doi.org\/10.25392\/leicester.data.11663550.v1\">https:\/\/doi.org\/10.25392\/leicester.data.11663550.v1<\/a>&nbsp;<\/li>\n\n\n\n<li>N\u00f8rg\u00e5rd, Rikke Toft, Claus Toft-Nielsen, and Nicola Whitton. &#8220;Playful learning in higher education: developing a signature pedagogy.&#8221; International Journal of Play 6.3 (2017): 272-282.&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/21594937.2017.1382997\">https:\/\/doi.org\/10.1080\/21594937.2017.1382997<\/a><\/li>\n\n\n\n<li>Rice, L. (2009). Playful learning.&nbsp;<em>Journal for Education in the Built Environment<\/em>,&nbsp;<em>4<\/em>(2), 94-108.<a href=\"https:\/\/doi.org\/10.11120\/jebe.2009.04020094\">https:\/\/doi.org\/10.11120\/jebe.2009.04020094<\/a>&nbsp;&nbsp;<\/li>\n\n\n\n<li>Root-Bernstein, M. (2014).&nbsp;<em>Inventing imaginary worlds: From childhood play to adult creativity across the arts and sciences.<\/em>&nbsp;Rowman &amp; Littlefield.&nbsp;<\/li>\n\n\n\n<li>Schmoelz, A. (2017). On Co-Creativity in Playful Classroom Activities. Creativity. Theories \u2013 Research &#8211; Applications.&nbsp;<a href=\"https:\/\/doi.org\/10.1515\/ctra-2017-0002\">https:\/\/doi.org\/10.1515\/ctra-2017-0002<\/a><\/li>\n\n\n\n<li>St\u00f8rksen, I., Rege, M., Solli, I. F., ten Braak, D., Lenes, R., &amp; Geldhof, G. J. (2023). The playful learning curriculum: A randomized controlled trial.<em>&nbsp;Early Childhood Research Quarterly, 64,<\/em>&nbsp;36-46.&nbsp;<a href=\"https:\/\/doi.org\/https:\/\/doi.org\/10.1016\/j.ecresq.2023.01.015\">https:\/\/doi.org\/https:\/\/doi.org\/10.1016\/j.ecresq.2023.01.015<\/a><\/li>\n\n\n\n<li>Tonkin, A., &amp; Whitaker, J. (Eds.). (2019).&nbsp;<em>Play and playfulness for public health and wellbeing.<\/em>&nbsp;Routledge.&nbsp;<a href=\"https:\/\/doi.org\/10.4324\/9781351010450\">https:\/\/doi.org\/10.4324\/9781351010450<\/a><\/li>\n\n\n\n<li>Valdivia-Vizarreta, P., &amp; Montalvan Castilla, J. E. (2024). Flexibility and playful learning as strategies for a transformative pedagogy in higher education.<em> UiS Scholarly Publishing Services, 1<\/em>(1), 1-19. <a href=\"https:\/\/doi.org\/10.31265\/USPS.295\">https:\/\/doi.org\/10.31265\/USPS.295<\/a><\/li>\n\n\n\n<li>Whitton, N. (2018). Playful learning: tools, techniques, and tactics.&nbsp;<em>Research in Learning Technology<\/em>,&nbsp;<em>26<\/em>.<a href=\"https:\/\/doi.org\/10.25304\/rlt.v26.2035\">https:\/\/doi.org\/10.25304\/rlt.v26.2035<\/a><\/li>\n\n\n\n<li><strong>&nbsp;Developing playful cultures in education Invited talk for Playful Learning SIG<\/strong><br><a href=\"https:\/\/pure.au.dk\/portal\/files\/105145399\/PL_SIG.pdf\">https:\/\/pure.au.dk\/portal\/files\/105145399\/PL_SIG.pdf<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>La pedagogia de l&#8217;aprenentatge l\u00fadic se centra en la persona, els recursos i les eines que ofereix l&#8217;entorn d&#8217;aprenentatge. Es construeix en entorns textuals rics i multimodals que estimulen a les persones a investigar, sorprendre&#8217;s, conceptualitzar, produir i donar sentit. L&#8217;aprenentatge l\u00fadic \u00e9s un enfocament pedag\u00f2gic que utilitza el joc com una eina d&#8217;aprenentatge, integrant [&hellip;]<\/p>\n","protected":false},"author":3035,"featured_media":0,"parent":944,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-987","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/campus-social-educatiu\/en\/wp-json\/wp\/v2\/pages\/987","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/webs.uab.cat\/campus-social-educatiu\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/webs.uab.cat\/campus-social-educatiu\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/campus-social-educatiu\/en\/wp-json\/wp\/v2\/users\/3035"}],"replies":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/campus-social-educatiu\/en\/wp-json\/wp\/v2\/comments?post=987"}],"version-history":[{"count":1,"href":"https:\/\/webs.uab.cat\/campus-social-educatiu\/en\/wp-json\/wp\/v2\/pages\/987\/revisions"}],"predecessor-version":[{"id":993,"href":"https:\/\/webs.uab.cat\/campus-social-educatiu\/en\/wp-json\/wp\/v2\/pages\/987\/revisions\/993"}],"up":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/campus-social-educatiu\/en\/wp-json\/wp\/v2\/pages\/944"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/campus-social-educatiu\/en\/wp-json\/wp\/v2\/media?parent=987"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}