‘Playful’ teaching gaining credibility, say Lego researchers

Academics should consider incorporating Lego and other forms of playing into their teaching, according to a new paper.

The Lego Serious Play teaching methodology was initially created by the Danish toy manufacturer to rejuvenate managerial practices in companies such as eBay, NASA and Google.

According to a new paper, it has since extended into education, where it has “found a niche within constructivist learning theories as an ‘out of the box’ learning methodology, particularly suitable for adult education”.

Along with being a “timeless toy”, researchers said it can be used to develop essential skills like creativity, critical thinking, cooperation, and communication through hands-on experiential learning.

In Lego Serious Play, participants are often asked to build real models of abstract ideas.

The study includes interviews with 11 academics at a UK university who highlighted how it has been used in breaking unwelcome news in healthcare, climate change and envisioning future organisational structures in tourism.

Co-author Holly Henderson, an assistant professor in sport business and management at the University of Birmingham, said Lego has not been used more widely in higher education because it can look trivial, even when it sparks deep reflection and group discussion.

“Play still carries a ‘childish’ image, and universities have traditionally equated seriousness with lectures, essays, and examinations,” she told Times Higher Education.

She said practical constraints stand in the way of further adoption, including large classes, a lack of space and tight timetabling. Workshops can often take two or three hours.

But playful methods of teaching are gaining increased credibility within higher education as powerful tools for both effective learning and teaching, “not as gimmicks”, added Henderson.

Co-author Richard Shipway, associate dean of international engagement and senior lecturer in sports studies at Bournemouth University, said more creative teaching methods involving play can feel unfamiliar and push academics outside of their comfort zone.

“Lego Serious Play and other play-based participatory approaches require facilitation, creativity, and a different way of thinking about knowledge. These are often skills that many academics have not been trained in, and do not always feel confident using.

“However, attitudes are gradually changing as those that were once sceptical can now see the value of creativity, collaboration, and student engagement with Lego Serious Play.”

The study also said that using Lego is particularly beneficial for neurodiverse learners, and is more inclusive because it helps those who may find traditional, text-based or verbal methods challenging.

patrick.jack@timeshighereducation.com