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Let’s Play!

Découvrir les sciences de la vie

Play is deeply rooted in the history of humankind – evolutionarily as well as culturally. Should adults play more? A close-up view of the world of ludology research.

Before a child can even walk or speak, it will play. This is how children process impressions and how they test their abilities. They discover the world and begin to understand it. This type of childlike imagination – an unremarkable object suddenly transforms into a treasure – fascinates adults. Deep down we know: everyone – big or small – needs opportunities for play to relax and have fun.

In fact, play is a way of dealing with life’s challenges that adults need just as much as children. Many activities like dancing, playing music or painting, are considered forms of play – as long as, according to Roger Caillois, the activity remains voluntary and pure, meaning, without a direct purpose or goal. In 1958, as a response to sociologist Johan Huizinga’s “Homo ludens”, the playing human, the sociologist outlined criteria by which to define play. However, play would not be play if it were this easy to press it into a category.

Already in ancient Greece, the nature of play was the subject of philosophy. Searching for a definition, one will find Plotinus: around 240 C.E., the philosopher stated: “Playing at first, before we set out to be serious.” With this, he hypothesized that humans learn especially well through play. Since that time, many other philosophers and authors, including Friedrich Schiller, as well as researchers, have found their own ways to describe the phenomenon of play. While these authors may have not reached an agreement, it is clear that play has potential.

The modern science of play

Ludology, which is the technical term for the science of play, is a comparatively young field of research. While sporadic research was conducted into the nature of play as early as the 18th century, play-theory only took shape in the centuries following. This particular field of research was established in the 1990s with the founding of dedicated research institutes.

For example: the Center for Applied Game Studies at the University for Continuing Education Krems, directed by Natalie Denk. “Personally, I find it fascinating to explore the playful disposition in the context of the definition of play”, she says. Her research focuses on how the properties of play may be translated into the educational setting. “Playing also means to be allowed to make mistakes”, explains the educational scientist. “At school, mistakes are quickly penalized through bad marks; in the context of play, however, mistakes motivate the player.” Within their current research project “StreamIT!”, Denk and her team are working on a concrete lesson concept which centers around the production of gameplay videos.

“Play is critical for cognitive de-velopment”, confirms Manuel Ninaus of the Institute of Psychology at the University of Graz. At play, a child can pretend that a rock is a car. The symbolic, abstract thought processes the child thus acquires will come in handy when it’s time for reading and math, says Ninaus. The neuroscientist further explains that during play, children also learn to handle failure and disappointment.

Play – because it’s fun!

The impressions and expressions of childhood will remain relevant for a lifetime: “Play is an intrinsically motivating activity. We are not pursuing a higher goal; instead, we play simply because we enjoy it”, explains the psychologist. Self-determination theory describes three basic psychological needs that are satisfied during the course of an intrinsically motivated action: competence, autonomy and social connection. When we receive positive feedback for an achievement, when we can make our own decisions and when we act in exchange with others, we are motivated.

“There is a very interesting idea that play promotes a ‘growth mindset’”, says Ninaus. Carol Dweck coined this term in her book ‘Mindset: The New Psychology of Success’”. Those who have internalized a ‘growth mindset’ are convinced that there is always something new to learn. “Games show us that things will always continue”, says Manuel Ninaus. “Playing provides us with feedback, and it allows me to learn that I must stay in the game in order to reach my goals.”

Creative problem solving

Professor Jens Junge of the Institute for Ludology in Berlin goes so far as crediting play with the potential of helping us meet the future challenges of mankind by employing creative strategies. The institute’s director states that “Games open up new options; they convey optimism, and they allow us to negotiate different ways and courses of action.” More and more companies recognize this potential and thus give their employees room to make mistakes and develop fresh ideas. The design-thinking approach is one opportunity to let go of expectations and instead assume a novel perspective. It is very well suited to the development of new strategies and business models in a team setting.

It makes sense that a relaxed attitude will benefit these creative spaces. As such, many companies start off their brainstorming sessions with simple games in order to take the pressure off. “In my opinion, the urgent problems of our society, in particular, call for a playful, creative approach”, says Natalie Denk. “At the same time, work structures must also be reassessed. Time is the most precious commodity; unfortunately, it has become increasingly scarce in today’s society which is predominantly shaped by performance.”