Educational games: unlocking the

potential of playful learning

El juego educativo: desbloqueando el

potencial del aprendizaje lúdico

How to cite: Belisario, E. R. y Hincapié, B. S. M. (2024). Educational games: unlocking the poten-

tial of playful learning. Revista Digital de Investigación y Postgrado, 5(10), 231-241.

231

Sandra Milena Hincapié Bernal

https:orcid.org/0009-0006-0511-9870

San José del Guaviare, El Guaviare / Colombia

Edni Rosalba Belisario

https:orcid.org/0009-0009-7423-5295

San José del Guaviare, El Guaviare / Colombia

* Specialist in Educational Playfulness, Juan D Castellanos University Foundation, Tunja - Colombia. El Retiro Edu-

cational Institution, municipality of San José de Guaviare. Email: ednibelisario-72@hotmail.com

** Specialist in Educational Playfulness, Juan D Castellanos University Foundation, Tunja - Colombia. El Cristal Edu-

cational Institution, municipality of San José de Guaviare. Email: samidamas53@hotmail.com

Revista Digital de Investigación y Postgrado, 5(10), 231-241

Electronic ISSN: 2665-038X

Received: January / 12 / 2024 Reviewed: January / 16 / 2024 Approved: February / 27 /2024

Abstract

The educational approach based on learning through play has experienced significant growth

in terms of recognition and acceptance in recent years. This article delves into the exploration

of how play can play a fundamental role as a facilitator of learning, offering a detailed perspec-

tive on its benefits and essential considerations. From a historical standpoint, key elements of

playful learning in Greek and Roman civilizations are examined, along with the adaptation of

specific games to address the particular needs of students..

Keywords:

Educational play, cognitive benefits, social skills, intrinsic motivation, examples of edu-

cational games.

Resumen

El enfoque educativo basado en el aprendizaje a través del juego ha experimentado un creci-

miento notable en términos de reconocimiento y aceptación en los últimos años. Este artículo

se sumerge en la exploración de cómo el juego puede desempeñar un papel fundamental

como facilitador del aprendizaje, ofreciendo una perspectiva detallada sobre sus beneficios y

consideraciones esenciales. Desde una mirada histórica, se examinan los elementos clave del

aprendizaje lúdico en las civilizaciones griega y romana, junto con la adaptación de juegos es-

pecíficos para abordar las necesidades particulares de los estudiantes.

Palabras clave:

Juego educativo, beneficios cognitivos, habilidades sociales, motivación intrín-

seca, ejemplos de juegos educativos.

Introduction

In the vast landscape of learning, play has endured as an unbreakable thread weaving through

the human experience since the early stages of civilization. This article embarks on a fascinating

journey, unraveling the intricate relationship between play and education throughout history. From

the oldest archaeological evidence to oral traditions passed down through the centuries, we will

explore the evidence indicating that play has been a constant companion in humanity's journey.

We will delve into Roman society, where play reached its zenith in events such as gladiator batt-

les and circus games. However, we will also discover how play was ingrained in everyday life,

from children's mischief to the political strategies of adults. In our journey, we will clarify the es-

sence of playful learning, emphasizing that it goes beyond playing for fun. This concept en-

capsulates an educational purpose, merging the joy of play with solid pedagogical objectives.

We will explore how play not only entertains but also stimulates critical thinking, problem-sol-

ving, and creativity. We will analyze studies supporting how play-based educational methods

enhance memory and information retention. Additionally, we will examine how games play a

vital role in the development of social and emotional skills, fostering collaboration, communi-

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Educational games: unlocking the potential of playful learning

cation, and empathy in educational settings.

Diving deeper, we will explore how the playful element enhances students' intrinsic motivation,

turning the learning process into an engaging and meaningful experience. Finally, we will provide

concrete examples of successful educational games, highlighting their positive impact on stu-

dent learning across various educational levels and subject areas. This journey illuminates the

educational power of play, unlocking its potential to enrich the journey of knowledge.

ducativo del juego, desbloqueando su potencial para enriquecer la travesía del conocimiento.

Game in Antiquity and Classical Rome

Since the dawn of civilization, play has been an intrinsic manifestation of human nature. In an-

tiquity, play not only constituted a form of entertainment but also played a significant role in

the social, cultural, and educational life of various civilizations. Far from being a modern trend,

play is deeply rooted in the history of humanity. From ancient times, various civilizations, inclu-

ding the Greeks and Romans, recognized and employed play as an integral part of daily life,

using it for amusement. However, González et al. (2016) mention that in the case of the Egyptians

and Indians, play was used to practice and improve motor skills.

Plato makes a reference to the use of play in antiquity in his work "The Laws." In it, the philosopher

gives practical value to play as an autotelic activity, suggesting that three-year-old children should

use authentic tools on a reduced scale for future builders. Aristotle, in his book "Politics," considers

the education of youth and advocates for a balance between study and play. He argues that

education should not be solely academic but should also include recreational and sports activities

to promote the complete development of the individual. According to Aristotle, play and recrea-

tion contribute to character formation and the overall well-being of society.

The Stagirite, in the eighth book of "Politics," describes the need to include music and gymnastics

in the education of young people. Music, in this context, does not only refer to music itself but

to all arts and cultural activities. Gymnastics, on the other hand, refers to physical exercise and

sports. He mentions the need for play for rest in the following terms: "games must be introdu-

ced, carefully timing their use, with the intention of applying them as a medicine, as the emo-

tional movement they produce is a relaxation, and through this pleasure, rest is achieved" (VIII

35, 1528).

In "Nicomachean Ethics," Aristotle examines the idea of eudaimonia, which refers to the full and

flourishing realization of life. Although he does not directly refer to play, his concepts about the

pursuit of well-being and happiness suggest that recreational and playful activities can play a

significant role in achieving a fulfilled life.

The influence of play in Roman society was profound and varied, with events such as gladiator

battles and circus games playing a prominent role in everyday life and the social structure of

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Edni Rosalba Belisario and Sandra Milena Hincapié Bernal

ancient Rome. Gladiator battles were an extremely popular spectacle that attracted various

social classes. These events were held in amphitheaters, such as the Colosseum, and featured

thrilling battles between armed gladiators.

In addition to being entertainment, gladiator battles had strong political and social symbolism.

Roman emperors used these events to consolidate their power and gain favor with the people.

In the case of circus games, especially chariot races in the Circus Maximus, they were exciting

and massive events. Charioteer teams competed in intense races, and favoritism for a team

could divide society. Also, in Rome, games were associated with religious festivals and public

celebrations. They were events that united the community and served as a showcase for the

magnificence of the Empire.

The games reflected Roman values such as bravery, competitiveness, and resilience in the face

of adversity. Gladiators, despite being slaves, could gain renown and admiration through their

performance in the arena. However, constant exposure to violence in the games, especially in

gladiator battles, may have contributed to a certain desensitization of Roman society to cruelty

and brutality. The games also highlighted social inequalities, as many participants were slaves

or marginalized individuals, emphasizing the social divisions of the time, educational games,

motivation, and engagement.

Playful Learning

Playful learning, also known as educational play, is a pedagogical strategy that uses games as

a tool to facilitate learning and skill development in students. In the early years of formal edu-

cation, educational play is presented as an inseparable tool for learning. During this initial period,

teaching through play is not only welcomed but considered essential for the cognitive and social

development of students. However, as students progress in their educational journey, play tends

to be progressively relegated, ceasing to be an integral part of the school experience.

According to Franco (2022), it is particularly noticeable that upon reaching university, the per-

ception towards play undergoes a significant shift. Too often, play is associated with a lack of

seriousness, and its presence in academic contexts can be misunderstood as a sign of lack of

commitment or low-quality learning. This transition from considering play synonymous with

learning to perceiving it as unserious suggests a shift in cultural and educational perception as

students advance in their education.

In the current times where new teaching models have been developed, it is necessary to con-

sider structural changes in teaching and learning, which is why a renewal of the methods that

teachers use has been necessary. This is where play becomes important as it promotes the de-

velopment of competencies in the student (learning) rather than the teacher's instruction. Díaz

(2012) asserts that play promotes motivation for learning, participation, and stimulation.

On the other hand, Stojanovié et al. (2016) emphasize that, according to the degree of student

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Educational games: unlocking the potential of playful learning

involvement, learning outcomes are favored. Rodríguez et al. (2017) mention that the use of

playful strategies in the learning process during early childhood is recognized as the most fa-

vorable and meaningful methodology for connecting with the curriculum content. This approach

not only benefits the acquisition of knowledge but also enhances the children's ability to inquire

and solve problems.

The implementation of these strategies not only sparks scientific curiosity but has proven to be

extremely positive at various educational levels. The inclusion of playful activities not only results

in a more engaging educational environment but also effectively stimulates the interest and ac-

tive participation of students, promoting comprehensive and lasting learning.

According to Burgos et al. (2017), inquiry-based scientific exploration emerges as a path to

meaningful learning for students. This approach not only allows them to express themselves

freely but also encourages the formulation of questions, reflection, creativity, proposal presen-

tation, and discovery. Active and participatory interaction in the process of scientific inquiry not

only enriches the educational experience but also enhances students' autonomy by actively en-

gaging them in their own learning process, thus promoting a more dynamic and enriching edu-

cational environment.

An Integrated Perspective on Cognitive Benefits of Play

Play is a powerful tool in the development of essential skills such as critical thinking, problem-solving,

and creativity, which are fundamental to learning and human development. These capabilities enable

individuals to navigate the complexity of the current world, adapt to rapid changes, and face emer-

ging challenges.

In this regard, critical thinking is defined as the ability to rigorously analyze and evaluate evidence,

formulating well-founded judgments. It is the foundation for the analysis and evaluation of infor-

mation and arguments. Paul and Elder (2006) expand this definition, stating that critical thinking also

includes the ability to actively analyze information, question assumptions, and reach well-founded

conclusions, emphasizing its importance for informed decision-making and problem-solving in

everyday life. Betancourt-Zambrano et al. (2020) highlight the relevance of developing this skill from

childhood, not only in academic but also in work and personal contexts.

On the other hand, problem-solving is identified as a key cognitive process for finding solutions to

complicated situations, involving understanding the problem, generating strategies, and applying

critical thinking techniques. Mayer & Wittrock (2006) argue that this process goes beyond the simple

use of strategies, being fundamental in various disciplines and aspects of daily life.

As for creativity, it is characterized by the ability to generate new and valuable ideas, solutions, or

products. Amabile (1996) proposes that it arises from the interaction between individual ability, the

creative process, and the social or cultural environment, highlighting its essential role not only in the

arts but also in science, technology, education, and business to foster innovation and adaptation.

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Finally, according to the arguments presented, it is important to emphasize that educational

games promote cognitive and social development in the educational process, as noted by Be-

tancourt-Zambrano et al. (2020). These games, when properly designed, offer a platform to

teach young people to analyze information, formulate relevant questions, and make informed

decisions, also facilitating the acquisition of important social skills such as collaboration, com-

munication, and teamwork.

Educational Games and the Development of Social Skills

Educational games are a key tool in the development of social skills in children and young peo-

ple, providing an interactive and engaging platform for learning and practicing essential life

skills. Through play, participants can experience simulated situations that reflect real social cha-

llenges and contexts, allowing them to develop and strengthen a variety of social skills in a prac-

tical and meaningful way.

Firstly, educational games often require players to communicate with each other to achieve

common goals, exchange information, or negotiate roles and responsibilities. This process pro-

motes the development of verbal and non-verbal communication skills, including active liste-

ning, clear expression of ideas, and proper interpretation of others' messages.

Secondly, many games are designed to be played in groups, encouraging participants to co-

llaborate and work together towards a shared goal. This experience teaches the importance of

teamwork, including task delegation, mutual trust, peer support, and constructive conflict ma-

nagement.

Thirdly, by interacting in playful environments, players are exposed to different perspectives and

needs, which can foster empathy and interpersonal understanding. Games that simulate social

situations or require participants to take on specific roles can help children and young people

empathize with others and develop a greater sensitivity to others' emotions and viewpoints.

Fourthly, educational games can also serve as a testing ground for conflict resolution strategies.

The inherent challenges in the game and interaction with other players can generate conflicts

that require negotiated solutions, teaching participants to effectively resolve disagreements,

compromise, and find solutions that benefit all parties involved.

Fifthly, during the course of a game, children and young people face critical decisions that can

influence the outcome of the game for themselves and their team. These situations promote

the development of decision-making skills and can foster leadership qualities, such as initiative,

team motivation, and the ability to guide others towards common goals.

Sixthly, educational games often incorporate rules and norms that reflect society's expectations

of appropriate behavior. Through play, participants learn the importance of following rules, ac-

ting with integrity, competing fairly, and showing respect for other players.

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Educational Games as Motivation and Engagement

Ryan & Deci (2000) provide a fundamental theoretical framework when discussing how intrinsic

motivation, that motivation that arises from interest or enjoyment in the task itself, plays a crucial

role in learning. They argue that when students find pleasure and satisfaction in the learning

process, they are more inclined to engage deeply and persist in the face of challenges.

Additionally, in the work of Plass & Kaplan (2016), titled "Emotional Design in Digital Media for

Learning," explores how elements of emotional design, including playful aspects of learning

materials, can enhance motivation and learning by making the content more appealing and

personally relevant to students. This study emphasizes the importance of considering how play-

ful elements can emotionally impact students, enhancing their interest and commitment to lear-

ning.

On the other hand, Hamari et al. (2016) in their article "Challenging Games Help Students Learn:

An Empirical Study on Engagement, Flow and Immersion in Game-Based Learning," demons-

trate how games designed to be challenging and engaging can facilitate a state of flow in stu-

dents. This flow state, characterized by total immersion in the activity, is indicative of high intrinsic

motivation and is associated with positive learning outcomes. The cited study provides empirical

evidence that playful elements, when effectively integrated into educational design, can be a

powerful tool to capture students' attention and foster sustained engagement.

Games That Can Be Adapted to Address Specific Student Needs

There are various games that have proven to be adaptable to address specific student needs,

whether to strengthen cognitive skills, enhance the learning of specific concepts, or foster the de-

velopment of social skills. Some examples of games that can be adapted to meet diverse educa-

tional needs are as follows:

Lumosity App: It is a platform that offers a variety of games designed to improve cognitive

skills such as memory, attention, and reasoning (Lumosity, 2024). These games can be adapted

according to the cognitive areas that students need to reinforce, customizing the training ap-

proach.

Studies conducted by López & Venustiano (n.d.) have found that students using the Lumosity

App in the Problem-Solving Module expand on the theoretical content acquired in the clas-

sroom and increase interest in academic activities, enhancing their cognitive skills. The class be-

comes more interactive, and students' attention improves more easily.

Minecraft: Education Edition: The educational version of Minecraft: Education Edition presents

itself as a versatile tool capable of adapting to the teaching of various concepts, from mathe-

matics and sciences to history and literature. Educators have the ability to design customized

worlds focusing on specific topics they want to address. Pérez et al. (2019) support this claim by