Reading games: from the pleasure of playing to the pleasure of learning

A workshop at the 15th national APP meeting (XV ENAPP)

Abstract

The use of games in education is common in the classroom. Teachers use playful strategies and games as ways to motivate, spark, and maintain students' interest. They know, from experience and beyond, that "children's entertainment is a form of learning." Just watch children play spontaneously. They remain engaged and interested, and whether alone or in groups, they accept challenges and solve problems to their best advantage to achieve success; they respect established rules, discuss them, or rework them if necessary. At the end of games or activities, they evaluate their results, gains, or losses, reflect on what they did, and decide to play again to avoid repeating mistakes and improve their results, or to experience the pleasure of overcoming obstacles, going further, and being better next time. These are desired and sought-after behaviors and attitudes in schools, and it's natural that they motivate teachers to include them in their practices. However, the implementation of playful activities and games doesn't always follow good intentions. Lack of knowledge or poor practice of the techniques and conditions for implementing recreational activities can compromise the intended results.