Playful experiential approach to reasoning with evidence
DOI:
https://doi.org/10.52041/iase25.152Abstract
There has been a resurgence of interest in experiential learning in Higher Education Institutions (HEIs), driven by the employability agenda and the move to build closer links between HEIs and the outside world. Within this context, the concept of ‘play’ in education emerges as a form of open learning that encourages learners to define their own goals and outcomes. Whilst it is acknowledged that within statistics and data science education, learners will still need guidance and frameworks within which to engage with and interpret data, incorporating elements of play creates opportunities for deeper engagement and understanding. Here, insights from research in playful methodologies, e.g. LEGO® Serious Play® and Clowning are applied to the domain of Reasoning with Evidence. Current, mainstream materials are viewed through the lens of playfulness, and playful design principles are presented through their application to the development of a novel interface for displaying complex multivariate data.References
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