Conceptual Play Spaces

Abstract

In this chapter we provide a framework for designing play spaces to support learning academic content. Reflecting on our four years of design experience around developing conceptual play spaces, we provide guidelines for educators to think through what it would mean to design a game for supporting learning. Conceptual play is a state of engagement that involves (a) projection into the role of a character who, (b) engaged in a partly fantastical problem context, (c) must apply conceptual understandings to make sense of and, ultimately, transform the context. We provide four elements that one must balance when designing a conceptual play space to support the learning of disciplinary content; more specifically, ensuring the learning of academic content and supporting legitimate participation while, concurrently ensuring interaction with gaming rules and engagement with the framing narratives through which the play takes on meaning. Our goal is to communicate the potential value of play spaces and to provide an illuminative set of cases for others.

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