What Creativity Can Teach Play: A Theoretical and Empirically Informed Discussion of the Relationship Between Play and Creativity in Playful Learning Didactics

Abstract

This article explores the relationship between play and creativity within an educational context, both theoretically and empirically. Empirically, it analyzes and discusses twelve didactic playful learning tools developed by educators in higher education as part of the Danish Playful Learning Project. Theoretically, it outlines key discussions within the field of creativity and relates these to play theory. From the perspective of creativity theory, the study suggests that incorporating coincidences, disruptions, and domain-general approaches in playful learning can enhance participation opportunities, foster flexible thinking, allow room for experimentation, and provide freedom from rigid rules. However, it may also limit possibilities for expression, immersion, improvisation, elaboration, and craftsmanship. Thus, the article demonstrates that insights from the field of creativity can help clarify and improve didactical choices in playful learning.