| Submission declined on 27 April 2024 by ToadetteEdit (talk). This submission is not adequately supported by reliable sources. Reliable sources are required so that information can be verified. If you need help with referencing, please see Referencing for beginners and Citing sources. This draft's references do not show that the subject qualifies for a Wikipedia article. In summary, the draft needs multiple published sources that are:
Where to get help
How to improve a draft
You can also browse Wikipedia:Featured articles and Wikipedia:Good articles to find examples of Wikipedia's best writing on topics similar to your proposed article. Improving your odds of a speedy review To improve your odds of a faster review, tag your draft with relevant WikiProject tags using the button below. This will let reviewers know a new draft has been submitted in their area of interest. For instance, if you wrote about a female astronomer, you would want to add the Biography, Astronomy, and Women scientists tags. Editor resources
|  |
Ludic Pedagogy is a pedagogical model that focuses on the importance of implementing fun, play, playfulness, and positivity in the classroom[1]. Developed by Dr. Sharon Lauricella[2] of Ontario Tech University and Dr. T. Keith Edmunds of Brandon University, the model was originally published in the journal Educational Considerations.[3]. The ideas originally introduced in this article were expanded into a book Ludic Pedagogy: A Seriously Fun Way to Teach and Learn, published in 2023 by Rowman & Littlefield[4]
The model's elements - fun, play, playfulness, and positivity - though constructs that are often overlapping and interacting, each relate to a particular aspect of student engagement:
- Fun - intrinsic motivator
- Play - action[5]
- Playfulness - attitude
- Positivity - affect
While the use of these tools are common in the education of younger students[6], their use tends to diminish as students age. The developers of Ludic Pedagogy primarily promote their model to faculty at colleges and universities[7] in an attempt to better engage and retain post-secondary students.
No quantitative studies have been undertaken by the authors of the model; however, the different elements of the model have been well-established by existing academic research[8].
References
edit- ^ "The serious benefits of fun". University Affairs. Retrieved 2024-06-11.
- ^ "Dr. Sharon Lauricella". socialscienceandhumanities.ontariotechu.ca. Retrieved 2024-06-11.
- ^ Lauricella, Sharon; Edmunds, T. Keith (2022-03-23). "Ludic Pedagogy: Taking a serious look at fun in the COVID-19 classroom and beyond". Educational Considerations. 48 (1). doi:10.4148/0146-9282.2324. ISSN 0146-9282.
- ^ Ludic Pedagogy: A Seriously Fun Way to Teach and Learn.
- ^ "The Value of Play in HE: A Study". 2022-08-16. Retrieved 2024-06-11.
- ^ Francis, Mary; Dakota State University (2013). "Using Fun to Teach Rigorous Content". Comminfolit. 6 (2): 151. doi:10.15760/comminfolit.2013.6.2.125. ISSN 1933-5954.
- ^ "Playback AACN". Playback AACN. Retrieved 2024-06-11.
- ^ Whitton, Nicola; Langan, Mark (2019-11-17). "Fun and games in higher education: an analysis of UK student perspectives". Teaching in Higher Education. 24 (8): 1000–1013. doi:10.1080/13562517.2018.1541885. ISSN 1356-2517.