THE UNIVERSITY OF SOUTH ALABAMA COLLEGE OF EDUCATION LEARNING THROUGH PLAY: THE EFFECTIVENESS OF PLAY ON PROCEDURAL LEARNING, LEARNER ENJOYMENT, AND INSTRUCTIONAL DESIGN BY Susan Kay Codone A DISSERTATION Submitted to the Graduate Faculty of the University of South Alabama in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Instructional Design and Development May 2000 Approved: Date: ____________________________________________________________ ___________ Chair of Dissertation Committee: Dr. John Strange ____________________________________________________________ ___________ Member of Committee: Dr. Susan Tucker
330
Embed
PRE-PROSPECTUS - Faculty Web Server Directory …faculty.mercer.edu/codone_s/codone_dissertation.doc · Web viewAs an abstract concept, play is sufficiently rich and ambiguous to
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
THE UNIVERSITY OF SOUTH ALABAMACOLLEGE OF EDUCATION
LEARNING THROUGH PLAY: THE EFFECTIVENESS OF PLAY ON PROCEDURAL LEARNING, LEARNER ENJOYMENT, AND
INSTRUCTIONAL DESIGN
BY
Susan Kay Codone
A DISSERTATION
Submitted to the Graduate Faculty of the University of South Alabama in partial fulfillment of the requirements
for the degree of
Doctor of Philosophy
in
Instructional Design and Development
May 2000
Approved: Date:
_______________________________________________________________________Chair of Dissertation Committee: Dr. John Strange_______________________________________________________________________Member of Committee: Dr. Susan Tucker________________________________________________________________________Member of Committee: Dr. Burke Johnson________________________________________________________________________Member of Committee: Dr. Rebecca McMahon________________________________________________________________________Chair of Department: Dr. John V. Dempsey________________________________________________________________________Director of Graduate Studies: Dr. William Gilley________________________________________________________________________Dean of the Graduate School: Dr. James L. Wolfe
LEARNING THROUGH PLAY: THE EFFECTIVENESS OF PLAY ON PROCEDURAL LEARNING, LEARNER ENJOYMENT, AND
INSTRUCTIONAL DESIGN
A DISSERTATION
Submitted to the Graduate Faculty of the University of South Alabama in partial fulfillment of the requirement
for the degree of
Doctor of Philosophy
in
The College of Education
bySusan Kay Codone
M.B.A., University of West Florida, 1992May 2000
ACKNOWLEDGEMENTS
Over the last five years, there have been many people who have helped and
supported me throughout my pursuit of this degree. Although I cannot thank everyone
personally, I would like to express my sincere appreciation to everyone for helping me
reach this goal.
I would like to thank several people who have consistently encouraged me
throughout the last few years. To begin, I would like to thank my doctoral committee:
Dr. John Strange, Dr. Burke Johnson, Dr. Susan Tucker, and Dr. Rebecca McMahon. In
particular, I would like to thank Dr. Martin Tessmer, who helped me “play around” with
the idea of play and was a primary influence in the last two years of doctoral study and in
this research journey. Additionally, I would like to thank my employer, Raytheon
Interactive Technologies Support Center, for providing me with enough flexibility and
support to reach this goal.
Most importantly, I would like to single out my husband, George, for the sincerest
appreciation and love that I can offer. For five years, he has assumed almost complete
care of our household and growing family so that I could both work and complete this
academic degree without distraction. He alone is the reason that I have finished this
process to find myself in the midst of a marriage that is even better than when I started.
And, let me also thank my children for reminding me why I pursued this degree. Each of
ii
them has been with me at different stages of the doctoral program. I began my studies
with Erin, who I literally carried with me to my doctoral orientation when I was 8 months
pregnant; then was blessed with Brynn, born mid-way through the program, and now I
am privileged to conclude my studies by carrying our newest addition, due in October
2000, with me to the end -- graduation.
Although this degree has been a singular achievement in my life, I count the
comfort and love of my relationship with George and the presence of my children as an
even greater accomplishment, surpassing any academic or professional work I will ever
do.
Thanks to all of you!
iii
TABLE OF CONTENTS
Page
LIST OF TABLES.............................................................................................................vii
LIST OF FIGURES..........................................................................................................viii
CHAPTER 1........................................................................................................................1The Problem to be Investigated....................................................................................................................1
Critical Issues in Play Research................................................................................................................3Statement of the Research Questions.......................................................................................................5Summary.................................................................................................................................................11Description of this Study........................................................................................................................11
Defining Characteristics of Play.............................................................................................................17Theoretical Views of Play......................................................................................................................20Behaviorist Influences on Play...............................................................................................................22Developmental Influences on Play.........................................................................................................23Cognitive Influences on Play..................................................................................................................23Play and Childhood Learning.................................................................................................................23Play and Adult Learning.........................................................................................................................24Play as a Preparation for Adult Performance.........................................................................................25Play as Adaptation..................................................................................................................................26Play as Control and Mastery...................................................................................................................27Relationship of Play to Positive and Negative Affect............................................................................28Relationship of Play to Cognitive Development....................................................................................28
Play and Creativity...............................................................................................................................................28Play and Problem-Solving....................................................................................................................................29Play and Motivation and Exploration...................................................................................................................30
A Cognitive Model of Play and Learning...............................................................................................32Play and Instructional Design.................................................................................................................35
Basic Assumptions of Mixed-Method Designs......................................................................................41Methods of Data Collection....................................................................................................................43Settings...................................................................................................................................................43Participants.............................................................................................................................................45
iv
Data Collection Methods........................................................................................................................46Interviews.............................................................................................................................................................46Multimedia Treatment Intervention......................................................................................................................48
Delivery Platform...................................................................................................................................52Procedures for the Multimedia Treatment..............................................................................................52Participant Observation..........................................................................................................................53Data Collection.......................................................................................................................................54
Qualitative Data Collection with Student Interviews...........................................................................................54Instructor Interviews.............................................................................................................................................55Practitioner Interviews..........................................................................................................................................56
Instrumentation.......................................................................................................................................59Experimental Design and Data Analysis................................................................................................60Data Reduction.......................................................................................................................................61Internal Validity......................................................................................................................................62
Student Interviews Coding Process........................................................................................................76Summary of Student Interview Findings from QSR NVivo Analysis...................................................76Participant Observation..........................................................................................................................83Instructor Interviews...............................................................................................................................83Practitioner Interviews............................................................................................................................87Emerging Patterns Across all 3 Interview Groups.................................................................................92
Quantitative results..................................................................................................................................96Description of the Participants and Environment...................................................................................97Hypothesis One.......................................................................................................................................99Hypothesis Two....................................................................................................................................101Summary...............................................................................................................................................104
The Purposes and Study Findings.........................................................................................................106The Research Questions and the Study Findings.................................................................................107
Research Question 1...........................................................................................................................................107Research Question 2...........................................................................................................................................113The Use of the W-I-R-E Model for Instructional Strategy-Building.................................................................117Instructional Design Cautions Using the W-I-R-E Model.................................................................................121Findings Related to Mixed-Method Research....................................................................................................122Suggestions for Future Research........................................................................................................................123
Appendix A: Interview Protocol Form – Pilot Version A..................................................................137Appendix B: Interview Protocol Form – Version B (revised)............................................................140Appendix C: Instructor and Practitioner Interview Protocol..............................................................143Appendix D: Student Enjoyment Scale...............................................................................................146Appendix E: Student Enjoyment Scale................................................................................................146
v
Appendix F: Standard Naval Letter Job Sheet...................................................................................150Appendix G: QSR NVivo Summary of Student Interview Coding Report.........................................151Appendix H: QSR NVivo Summary of Instructor Interview Coding Report.....................................180Appendix I: QSR NVivo Summary of Practitioner Interview Coding Report..................................185Appendix J: Code Glossary...............................................................................................................199
Qualitative Indicators Compared To Play................................................................................13
Theoretical Views Of Play Throughout History................................................................21
A Cognitive Model Of Play And Learning........................................................................34
Study Participants By Gender, Age, Education, And Years Of Experience......................46
Indicators Of Play Derived From The Literature Review.................................................68
New Indicators Of Play Derived From Interviews............................................................72
Frequency Of Student Interview Codes.............................................................................77
Frequency Of Instructor Interview Codes..........................................................................84
Frequency Of Practitioner Interview Codes......................................................................88
Combined Indicators Of Play And Their Frequencies.......................................................93
Results Of The Cbt And Letter-Writing Tests.................................................................100
Group Means Of Enjoyment Scale Items........................................................................103
Play Codes Listed By W-I-R-E Categories.....................................................................111
vii
LIST OF FIGURES
Figure Page
Interface Menu -- The Late Show......................................................................................51
The W-I-R-E Model of Play.................................................................................................120
viii
ABSTRACT
Codone, Susan Kay, Ph.D. University of South Alabama, May 2000. Learning through play: the effectiveness of play on procedural learning, learner enjoyment, and instructional design. Chair of Committee: John Strange.
This dissertation presents findings of a study into the nature of play and its
appropriateness as an instructional strategy for procedural learning outcomes. Years of
research into play have not provided a thorough definition of play behavior or a
taxonomy of the indicators of play. The field of instructional design also has not
adequately specified play as an instructional strategy appropriate for certain instructional
outcomes.
This study has two research questions. The first question concerned the indicators
of play from student, instructor, and practitioner perspectives. The second investigated
play as an instructional strategy and questioned how play affects enjoyment and emotion.
There were three methods of data collection, including an analysis of a multimedia
intervention into a CBT course teaching procedural skills, interviews, and participant
observation. Study participants included Navy “A” school students and instructors, along
with corporate instructional design practitioners.
First, a multimedia intervention was performed using a computer-based course
teaching procedural skills for letter-writing. Two versions of the course were produced:
one with an additional module of play, and one with an additional module of practice
ix
questions. The play module was designed using play characteristics derived from a
literature review. Participants were divided into treatment and comparison groups. Data
was collected on three measurements: an end-of-the-course test within the CBT; a
summated rating scale measuring enjoyment; and a letter-writing assignment. Data
analysis indicated that the comparison groups scored higher on all three measurements
than the treatment groups, which was an unexpected finding.
Next, interviews were conducted with three groups: students, instructors, and
practitioners. These interviews resulted in a list of play indicators. From these indicators,
a new model for applying play to instruction was generated – the W-I-R-E model,
specifying an instructional strategy based on ways to use play, internal indicators, results
of using play, and environmental elements of play. The W-I-R-E model assists
instructional designers to embed play into instructional environments using these
components.
x
CHAPTER 1
The Problem to be Investigated
This chapter presents an introduction into the phenomenon of play, and describes
the major problem to be investigated, which is how play can be effectively combined
with learning. After an introduction to the concept of play, this chapter will present an
overview of the critical issues of play research, describe the research questions on which
this study is based, and provide a brief overview of this study.
Play has existed since the dawn of civilization. The anthropologist Johann
Huizinga (1951) remarked that while all cultures are alike in the pursuit of religion and a
god, all cultures are also marked by the capacity for play. Huizinga refers to our species
as Homo Ludens, or Man the Player, and states that play antedates culture, because
human civilization has done nothing to create the concept of play. Play simply exists.
Neither animals nor children wait for instruction on how to play; they simply play
throughout each phase of life.
Play goes beyond physical, physiological, biological, or cultural foundations,
transcending human attempts to define and categorize it as a neatly describable
phenomenon. The elusive nature of play resists all logical interpretations and cannot be
1
denied. Though it can be expressed as an abstraction, it does not belong with other
abstractions such as justice, beauty, truth, goodness, mind, or religion.
The study of play in learning and education speaks to this undeniable capacity of
play to co-exist in all environments. Piaget, Vygotsky, Dewey, Bruner, Froebel, and
many others have long admired the educational value of play and have recommended
ways in which play and learning can be optimized. While children have always had a
basic right to play outside of instructional settings, the educational value of play has not
always been recognized by educators. In fact, Berlyne's (1969) statement that
"psychology would do well to give up the category of 'play' in favor of both wider and
narrower categories of behavior" (p. 843) still has resonance today in institutional and
political resistance to play's inherent value as an instructional strategy.
History suggests that American teachers, schools, and parents have been reluctant
to value play as an integral part of cognitive and social development, viewing play
instead as a diversion from learning and not an actual form of learning. Although play
has always had a natural place in schools, Seefeldt (1985) states that play, in our culture,
is often thought of as unproductive and alien to intellectual pursuits -- something that
should be done outside of the school setting. King (1979) describes that during colonial
times, children's play was seen to be a form of moral laxity and did not build character or
work ethics. Instead, adults encouraged children to avoid play in favor of work, study,
and education. Clearly, there exists both a historical and modern lack of interest and
understanding regarding the value of play for learning -- a gap that needs well-
documented attention through research and investigation.
2
Critical Issues in Play Research
As a psychological construct and a method of learning activity, play has received
much attention over the years, but not a great deal of focused, investigative research. In
children, play has been studied to determine its composition -- its characteristics and
components, along with its meaning for childhood development. Yet there is a research
void that becomes larger as we approach adulthood. In adults, play has been studied as
recreation and leisure, but not as a serious method of learning. There is a critical lack of
research into the impact of play upon learning, especially in adults. This study seeks to
fill a portion of that gap.
Manning and Boals (1987) state that three critical issues surround the importance
of play research: the difficulty of composing an operational definition of play, despite
years of research and study; the role of play in cognitive development and academic
achievement; and the right of children to play. Theorists have proposed a variety of
different definitions of play over the years, but none has been adopted as an overall
standard. In addition, links between play activities and learning in children have been
proposed and validated to some degree, but no studies have focused entirely on the
impact of play on adult learning.
Because of this lack of research, another critical issue in the study of play is the
cognitive and affective impact of play in adult learning, specifically within interactive
multimedia instruction and other forms of electronic and virtual training (Rieber, 1998).
Distinct from gaming, as in video or computer games, which are rule-driven and goal-
oriented, the inclusion of play within interactive multimedia can be open, voluntary,
3
pleasurable, and non-goal oriented. Technology-based play can also be elaborative and
promote deeper processing by serving as an exploratory and investigative device. As the
world moves to be more and more dependent upon the Internet for information and
learning purposes and as adults allocate more leisure time to their computers, the
importance of studying technology-based play becomes more critical.
This criticality of studying play in adult learning is evident in the rapidly growing
multimedia instructional environments available for adult learning. While interactive
multimedia training is becoming readily available to adult learners, it often struggles to
remain relevant to performance needs, such as in a job or skill application context, while
at the same time maintaining interest. Instructional strategies that are particularly
effective with adult learners continue to evolve both in definition and application.
Gagne, Briggs, & Wager (1992), Jonassen (1996), and Merrill (1996) have written
volumes of scholarly works specifying hierarchies of instructional strategies and tactics
to be used with differing types of content, but none include specifications regarding play.
Berlyne (1968) describes the perplexing and arduous task of attempting to compile a list
of the most salient characteristics of play, and states that a characterization of playful
behavior is not easy. Yet its very complexity may be the critical vehicle for lifelong
learning. Rieber (1998) states that ". . . play is an ideal construct for linking human
cognition to the educational applications of technology, given its . . . obvious
dragonflies: scientific inquiry and exploratory representational play. In D.P. Fromberg &
D. Bergen (Eds.), Play from birth to twelve and beyond: context, perspectives, and
meanings. New York: Garland Publishing.
137
Appendix A
Interview Protocol Form – Pilot Version A
Protocol for Interview
Play InterviewStudents _______________________________ Time: _________ to _____________Date ____________________ Code: _________________________
Introduction: This study is investigating the nature of play and its impact on play and learning. All responses and responders will be kept anonymous. All data collected will be used for the purposes of this study only and will be discarded at the end of the study.
Descriptive Notes Reflective Notes
1. How do you describe play?
2. How do you describe play that you have experienced:-- by yourself-- with others
-- in a structured group, like a class or team?
3. How do you know when you are playing?3a. What are the indicators to you that you are in a playful situation?
3b. What helps you recognize play in yourself or in groups?
138
4. Describe a recent time (in the last year) that you experienced or participated in play during learning that was unofficial or unstructured -- like in a type of informal learning, when you taught yourself how to do
something, or when in a group you learned something that was unplanned.
5. Describe a recent time (in the last year) that you experienced or participated in play during learning that was official or structured -- like in a classroom or military training.
6. How, if at all, has play changed through these phases of your life: childhood, adolescence, and adulthood?
7. How do you expect your playing to change, if at all, in the next five years?
8. How do you think play fits into learning or training?
9. What elements need to be present for play to occur?
139
10. When you are playing, what happens to the passage of time and/or your awareness of time?
11. If play is involved in learning, how does the play activity make you feel about the concept or skill to be learned?
140
Appendix B
Interview Protocol Form – Version B (revised)
Protocol for Interview
Play InterviewStudents _______________________________ Time: _________ to _____________Date ____________________ Code: _________________________
Introduction: This study is investigating the nature of play and its impact on play and learning. All responses and responders will be kept anonymous. All data collected will be used for the purposes of this study only and will be discarded at the end of the study.
Descriptive Notes Reflective Notes
1. How do you define play?
2. How do you know when you are playing?2a. What are the indicators to you that you are in a playful situation?
2b. What helps you recognize play in yourself or in groups?
3. How, if at all, has play changed for you since you were a child?
4. How do you expect your playing to change, if at all, in the next five years?
141
5. How do you think play fits into learning or training?
6. What elements need to be present for play to occur?
7. Describe differences in play that happens in a group versus in an individual.
8. Describe a recent time (in the last year) that you experienced or participated in play that was unofficial or unstructured -- like when you taught yourself how to do something, or when in a group you learned
something that you weren’t planning to learn.
9. Describe a recent time that you experienced or participated in play during learning that was official or structured, like in a classroom or military training.
10. When you are playing, what happens to the passage of time and/or your awareness of time?
142
11. If play is involved in learning, how does the play activity make you feel about the concept or skill to be learned?
12. How can technology stimulate play?12a. How can you play while learning with a computer?
143
Appendix C
Instructor and Practitioner Interview Protocol
Interview Protocol
Name _______________________________ Date ____________________
Introduction: This study is investigating the nature of play and its impact on play and learning. All responses and responders will be kept anonymous. All data collected will be used for the purposes of this study only and will be discarded at the end of the study.
1. As a person – not a professional – describe how you define play.
2. What are the indicators of play? (What helps you recognize play in yourself or in groups?)
3. What elements need to be present for play to occur?
4. How do you think play fits into learning or training?
5. Describe a recent time (in the last year) that you experienced or participated in play that was unofficial or unstructured -- like when you taught yourself how to do something, or when in a group you learned
something that you weren’t planning to learn. Tell me how it happened.
144
6. Describe a recent time that you used play during learning or training, or designed playful activities into learning or training. How did you do it?
7. When play is involved in instruction, what happens to the passage of time and/or the awareness of time?
8. If play is involved in learning, how does the play activity make you feel about the concept or skill to be learned?
9. If you are designing play into instruction, how does it make you feel about the content you are working with?
10. How can play be designed into learning or training? What elements must be involved in the learning or training event?
11. How can play be designed into computer-based training, when students are learning in isolation from one another?
145
12. What is the overall role of play in learning or training – how can it be used and what should it do for the learner?
146
Appendix D
Student Enjoyment Scale
During the Letter-Man module of this course:1. I found myself challenged to optimal levels
(1) (2) (3) (4) (5)Not at all Completely
2. My attention was completely absorbed in this activity.(1) (2) (3) (4) (5)Not at all Completely
3. This module had clear goals.(1) (2) (3) (4) (5)Not at all Completely
4. This module had clear and consistent feedback and helped me to know if I was meeting the right goals.(1) (2) (3) (4) (5)Not at all Completely
5. During the module, I felt free from other worries or distractions.(1) (2) (3) (4) (5)Not at all Completely
6. I felt completely in control of my learning during this module.(1) (2) (3) (4) (5)Not at all Completely
7. While in the Letter-Man module, time passed without my notice.(1) (2) (3) (4) (5)Not at all Completely
8. Any comments regarding this computer-based course?____________________________________________________________________________________________________________________________________________________________________________________________________________________________
Adapted from:Rieber, L. (1996). Seriously considering play: designing interactive learning environments based on the blending of microworlds, simulations, and games. ETR&D 44(2), 43-58.
147
TRAINEE GUIDE A - 510 - 0015B Page 1 of 3
Appendix E
Standard Naval Letter Job Sheet
148
JOB SHEET 8-4-3
STANDARD NAVAL LETTER
A. IntroductionThis Job Sheet will help you become proficient in preparing a Standard Naval Letter using applicable references.
B. Equipment The following equipment is required:
1. PC Workstation
2. Printer
C. References
1. OPNAV P09B2-105(94), Standard Navy Distribution List Parts 1 and 2
2. SECNAVINST 5210.11D, Department of the Navy, Standard Subject Identification Codes
3. SECNAVINST 5216.5D, Correspondence Manual
D. Safety Precautions
1 . None
E. Job Steps
1. Before you start to prepare any correspondence, carefully look over the rough draft (job Step 8) to ensure that all elements that are needed have been provided.
2. Make any corrections to "FORMAT" items that the writer may have incorrectly entered on the rough draft (i.e., leaving off reference letters or using abbreviations in the "To" line, etc.).
3. Prepare a Standard Naval Letter using the attached rough draft (Job Step 8) in the prescribed format as outlined in SECNAVINST 5216.5D.
4. Run your letter through SPELL CHECK for errors.
5. Proofread your letter for spelling and grammatical errors.
FOR TRAINING USE ONLY149
150
TRAINEE GUIDE A - 510 - 0015B Page 2 of 3
JOB SHEET 8-4-3
7.Upon completion of this job sheet turn in your completed letter and this sheet to your instructor for review and continue on with Job Sheet 8-4-4.
8.Use the following information (rough draft) to prepare your letter:Originator: Commanding Officer, Naval Security Group Activity, Norfolk, Virginia 32511-5000
Originator's Code: N7
Ser 148
SSIC: 1610
TEXT
1. Ref a describes the personnel exchange policy between Naval Security Group Activity, Norfolk and Naval Station, Norfolk. Naval Security Group Activity, Norfolk provides 10 personnel at any given time to assist the Security Department and the Supply Department.
2. 2. CTO1(SW) William Campbell has been holding the Leading Petty Officer position at the Security Station onboard Naval Station, Norfolk for 11 months out of the evaluation cycle due to the incumbent having to be reassigned to another station due to severe family problems. Normally, NSGA Norfolk would evaluate the member, but due to the length of time away from the command, it is
FOR TRAINING USE ONLY151
Use today's dateSubject: Enlisted Performance Evaluations on Naval Security Group Activity, Norfolk PersonnelAddressee: Commanding Officer, Naval Station, Norfolk, Virginia
Via Addressees: Commander, Naval Security Group CommandReference 1) Host Tenant Agreement between NSGA Norfolk and Naval Station Norfolk
152
TRAINEE GUIDE A - 510 - 0015B Page 3 of 3
JOB SHEET 8-4-3
requested that NAVSTA Norfolk submit a concurrent evaluation on Petty Officer Campbell.
3. Please address any comments to CTACM(SW) R. Bogosian at commercial phone number (804) 544-5328.Signed by CW04 Karen N. Myers, Admin Officer
I
FOR TRAINING USE ONLY
153
Appendix F
Orientation Script
Thank you for participating today. I am conducting a study to determine which of two types of instructional strategies is more effective for helping you learn procedural information. You will need to stay for about 2 or maybe 3 hours this morning, and I’m going to assign each of you to two groups. First, I’m going to assign you a number which will indicate which group you are in. When I’m done assigning you to a group, you may sit at the computer labeled by the name of your group.
(After random assignment)You should have 2 documents in front of you: an Enjoyment Scale and a Student Job Sheet. Go ahead and fill in your name, rank, and the other information requested on both forms. When you are finished, put your pencil down.
(After everyone completes his or her forms)Thanks. Now, put the documents away in the blue folder in front of you. You should see a blue screen on the computer asking for your initials and the first 4 numbers of your social security number. Please type in this information. When you are done, look up at me.
(After everyone completes the entry screen)Next, you will complete the CBT titled “Standard Naval Letter.” This course was created for the CT “A” school and it teaches you the proper formatting rules for writing Standard Naval Letters. Two different versions of the course were created. Each group will receive a different versions, but the differences are slight and are not noticeable until you reach the end of the course. When you complete the course, please fill out the Enjoyment Scale. Once everyone finishes, I will explain how to complete the Job Sheet.
(After everyone completes the CBT; during the break, I opened Microsoft Word on each machine)
Take out your Standard Naval Letter Job Sheet. Take a moment to read over it. Now, let’s look at each step together. (I read over each step with the students). Using
Microsoft Word, I need you to complete this Job Sheet by writing the letter described in the Job Sheet. When you are done, save it using your last name as the file name.
154
Appendix G
QSR NVivo Summary of Student Interview Coding Report
Nodes in Set: All Free NodesNode 1 of 36 BalancePassage 1 of 11 Section 0, Para 100, 33 chars.
100: Now I have more responsibility. ————————————————————————————————————————
Passage 2 of 11 Section 0, Para 101, 66 chars.
101: I learn not to play in certain situations; there are consequences!————————————————————————————————————————
Passage 3 of 11 Section 0, Para 115, 96 chars.
115: My interests have changed, now I have more responsibilities, more consequences for things I do. ————————————————————————————————————————
Passage 4 of 11 Section 0, Para 155, 61 chars.
155: I think I’ll be tired more, and have less time to do things.156: ————————————————————————————————————————
Passage 5 of 11 Section 0, Para 171, 23 chars.
171: Work now and play later————————————————————————————————————————
Passage 6 of 11 Section 0, Para 174, 67 chars.
174: When I reach my goals I’m going to sit around and do what I want to————————————————————————————————————————
Passage 7 of 11 Section 0, Para 184, 76 chars.
184: But we can’t be playing around all the time; at some point we have to learn.————————————————————————————————————————
Passage 8 of 11 Section 0, Para 189, 73 chars.
155
189: It can be a distraction can take attention away from what you are doing.————————————————————————————————————————
Passage 9 of 11 Section 0, Para 237, 186 chars.
237: Like, say you’re in a real working environment and you have to be serious. I mean like, okay, so if the President of the United States is there, you’re not going to start playing games.————————————————————————————————————————
Passage 10 of 11 Section 0, Para 266, 61 chars.
266: That was serious stuff, you couldn’t really like play around.————————————————————————————————————————
Passage 11 of 11 Section 0, Paras 313 to 314, 459 chars.
313: When you’re younger, the time, I don’t know, it just, I remember when I was younger I remember the whole year revolved around Christmas and the time went so slow, but now the older you get, the time goes really fast. When you’re little you don’t have any conception of time. It seems like forever when you’re little.314: Now we have to manage our time now, we don’t have as much fun as we did when we were smaller. It’s like you have to plan out your fun now.315: ————————————————————————————————————————
Node 2 of 36 CompetitivePassage 1 of 7 Section 0, Para 62, 12 chars.
114: Now I am more competitive, in games more, playing against others. That’s different than when I was a ————————————————————————————————————————
Passage 3 of 7 Section 0, Para 256, 110 chars.
256: Once we played word games, and the teacher split the class into groups, and each group had topics to figure ou————————————————————————————————————————
Passage 4 of 7 Section 0, Paras 279 to 280, 85 chars.
279: Captain’s Cup, Battlestation280: Battlestation competition, lot of fun, lasted all night————————————————————————————————————————
Passage 5 of 7 Section 0, Para 350, 211 chars.
350: For example we had this individual who had a hard time getting past this certain stage; it was a game, but he had to play it over and over and you can’t play if you really get frustrated; then it turns into work————————————————————————————————————————
Passage 6 of 7 Section 0, Para 351, 29 chars.
351: Still trying to beat the game————————————————————————————————————————
156
Passage 7 of 7 Section 0, Para 364, 201 chars.
364: If there is a time restriction, it isn’t fun it’s more like work. With time restrictions, at a certain point you stop playing and working to finish, and then all the fun is gone and it becomes work. ————————————————————————————————————————
Node 3 of 36 Constructive Illusion IndividualPassage 1 of 2 Section 0, Para 73, 77 chars.
73: When I was little, like everybody had imaginary friends and stuff, and I did,————————————————————————————————————————
Passage 2 of 2 Section 0, Para 75, 358 chars.
75: I used to play with rocks and stuff; when I got in trouble and my mom would send me to my room, I used to play and stuff and I would never like learn my lesson, so she took everything out of my room, like all my toys, and left like a rock collection, and I used to play with my rock collection, make kings and queens, it was awesome. I was very imaginative.————————————————————————————————————————
Node 4 of 36 Constructive Illusion~GroupPassage 1 of 4 Section 0, Para 73, 133 chars.
73: hen when, but when you’re little and in a group you make up lots of games on your own and play make believe and like house and stuff.————————————————————————————————————————
Passage 2 of 4 Section 0, Para 256, 73 chars.
256: We’ve done skits and situational things where we learned while playing. ————————————————————————————————————————
Passage 3 of 4 Section 0, Paras 269 to 270, 125 chars.
269: It’s where we fought fires, and learned how to get people out of burning buildings, 270: It’s 12 hours of learning, 2:00 to 2:00.————————————————————————————————————————
Passage 4 of 4 Section 0, Para 277, 1066 chars.
277: n high school, here’s a good one, in high school I remember that we did this…it started off as a game and we didn’t think we were going to learn anything from it. Um, we were studying like Hitler and everything, during the time of Hitler, so the teacher like pulled us aside and like gave a couple people tags that went on, you know, and you had to wear the tag around. Now, they got people…the people with the tags you couldn’t talk to, and so if you talked to them, the people with the tags, you got a tag put on you. Then they started… and if you turned somebody in, if you said I saw that person, then they’d get the tag and you’d get bonus points. So it showed, you know, how like everybody started turning each other in and everything like that, and it showed how Hitler started the rules. It started off as a game, but by the time when everybody had tags for like doing things and everything,
157
and you saw how the people were like, you know, it showed what people will do. You learned that everybody turned against it. I don’t know how to explain it….278: ————————————————————————————————————————
Node 5 of 36 Edu-tainmentPassage 1 of 15 Section 0, Para 97, 181 chars.
97: Now I am challenged more, when thinking, I am challenged, but as a child challenge wasn’t part of it. Like now I can have fun and play in an argument or debate, because I am older.————————————————————————————————————————
Passage 2 of 15 Section 0, Para 121, 52 chars.
121: When you’re younger playing is a learning experience————————————————————————————————————————
Passage 3 of 15 Section 0, Para 124, 318 chars.
124: Play when you’re younger, when you started out, like that’s how you learned. Like when you play with toys as your younger, you pick up eye hand coordination. What do you do when you play? You mock things. Not like mock as in being sarcastic, but like you’re playing house, you’re like, you’re playing what you see.————————————————————————————————————————
Passage 4 of 15 Section 0, Para 126, 153 chars.
126: You’re learning about life when you’re little and you’re playing, like Barbies and stuff, it’s just because you’re learning. It’s a learning experience.————————————————————————————————————————
Passage 5 of 15 Section 0, Para 180, 85 chars.
180: If I am having fun, I am more apt to actually hold on to it to what I am learning. ————————————————————————————————————————
Passage 6 of 15 Section 0, Para 183, 53 chars.
183: Play makes training not so dry, at least to a degree.————————————————————————————————————————
Passage 7 of 15 Section 0, Para 186, 68 chars.
186: If you can learn in a playful environment, the play makes it better.————————————————————————————————————————
Passage 8 of 15 Section 0, Para 193, 35 chars.
193: You are entertained while learning.————————————————————————————————————————
Passage 9 of 15 Section 0, Para 194, 74 chars.
194: You can learn more if it is fun, and it is easier to relate to the lesson.————————————————————————————————————————
Passage 10 of 15 Section 0, Para 198, 108 chars.
158
198: And if you have to learn something, it’s a lot better to learn it while having fun. You pay more attention.————————————————————————————————————————
Passage 11 of 15 Section 0, Para 199, 117 chars.
199: I always fall asleep in this class until we start having fun, and then I’m like, I’m awake, which isn’t very often. 200: ————————————————————————————————————————
Passage 12 of 15 Section 0, Para 275, 94 chars.
275: Our class here started out serious, we have to learn things and whatever, but we have fun at t————————————————————————————————————————
Passage 13 of 15 Section 0, Para 276, 260 chars.
276: Our instructors are really good, like they’re strict, they have their ways of doing things, they know what they’re doing, you know, but they have a really good attitude and their positive and they never make us feel stupid or anything. They joke around a lot.————————————————————————————————————————
Passage 14 of 15 Section 0, Para 328, 42 chars.
328: Play makes the learning more lighthearted.————————————————————————————————————————
Passage 15 of 15 Section 0, Para 342, 168 chars.
342: Oh, I think it does. I think you associate the fun time with whatever subject you are learning, then whenever you think about it you have a positive attitude about it.————————————————————————————————————————
Node 6 of 36 EntertainmentPassage 1 of 6 Section 0, Para 15, 11 chars.
60: Laughing, smiling, being more positive.————————————————————————————————————————
Passage 5 of 11 Section 0, Para 69, 72 chars.
69: On the beach its like you can be goofy and be your natural, natural self————————————————————————————————————————
Passage 6 of 11 Section 0, Paras 77 to 78, 165 chars.
77: You’re like giggling, like we’re playing right now! You’re not being serious, you’re letting some stress out.78: There’s a fine line between playing around and just ….————————————————————————————————————————
Passage 7 of 11 Section 0, Para 79, 65 chars.
79: It’s laughing, it’s coming together as a group, playing together.————————————————————————————————————————
Passage 8 of 11 Section 0, Para 81, 110 chars.
81: You’re like giggling, like we’re playing right now! You’re not being serious, you’re letting some stress out.————————————————————————————————————————
Passage 9 of 11 Section 0, Para 83, 65 chars.
83: It’s laughing, it’s coming together as a group, playing together.————————————————————————————————————————
Passage 10 of 11 Section 0, Para 86, 5 chars.
86: Laugh————————————————————————————————————————
Passage 11 of 11 Section 0, Para 253, 108 chars.
253: Once in class the teacher put in fake teeth as a surprise, and it was funny and helped me to remember more.254: ————————————————————————————————————————
Node 9 of 36 Fidelity~SimulationPassage 1 of 8 Section 0, Para 98, 128 chars.
98: When you are young, you can play with anything and have more abstract fun, but now that I am older, I have more real-life fun. ————————————————————————————————————————
Passage 2 of 8 Section 0, Paras 269 to 270, 125 chars.
269: It’s where we fought fires, and learned how to get people out of burning buildings, 270: It’s 12 hours of learning, 2:00 to 2:00.————————————————————————————————————————
Passage 3 of 8 Section 0, Para 274, 262 chars.
274: Battlestation was like, everything we did in battlestation we had already done it once, in class, they made it like an all night thing and we redone everything we did. The first time was like the training experience, and in battlestation it was the actual plan.
161
————————————————————————————————————————Passage 4 of 8 Section 0, Paras 281 to 282, 224 chars.
281: Simulate things that actually happen 12 events, put out a fire, mass casualty, save people,282: Loud, sound effects, with your friends running late at night, yelling; have a lot more freedom, what you want but still get it done————————————————————————————————————————
Passage 5 of 8 Section 0, Para 283, 62 chars.
283: We learned what battlestation was about; done in a fun manner;————————————————————————————————————————
Passage 6 of 8 Section 0, Paras 284 to 286, 324 chars.
284: When you’re in training you learn what to do, in battlestations you’re in a group and you’re told this is what you have to do. You’re goal is to figure out your way to do it. You are told what the job is and what has to be done and you figure out your own way to do it.285: Lots of fidelity286: Freedom to shout, yell, cuss, swear————————————————————————————————————————
Passage 7 of 8 Section 0, Para 287, 51 chars.
287: Very realistic, we learned how to handle situations————————————————————————————————————————
Passage 8 of 8 Section 0, Para 288, 283 chars.
288: If it’s raining there you’re actually rained on; it’s just like real life; you can get hurt doing it. We learned how to handle situations like this; learned how to handle stress; best way to learn it. Very long night, too. If you didn’t do well you didn’t get out of boot camp. 289: ————————————————————————————————————————
Node 10 of 36 Focused AttentionPassage 1 of 5 Section 0, Para 9, 35 chars.
9: Something that keeps you interested————————————————————————————————————————
Passage 2 of 5 Section 0, Para 25, 83 chars.
25: Something that isn’t boring, or that catches your eye. Something that is humorous.————————————————————————————————————————
Passage 3 of 5 Section 0, Para 38, 45 chars.
38: Something to keep you active, not being bored————————————————————————————————————————
Passage 4 of 5 Section 0, Para 325, 54 chars.
325: I’m more likely to pay attention if I know I can play.————————————————————————————————————————
Passage 5 of 5 Section 0, Para 336, 30 chars.
162
336: Play keeps me more interested.————————————————————————————————————————
Node 11 of 36 Helps Knowledge AcquisitionPassage 1 of 27 Section 0, Para 180, 85 chars.
180: If I am having fun, I am more apt to actually hold on to it to what I am learning. ————————————————————————————————————————
Passage 2 of 27 Section 0, Para 181, 55 chars.
181: I can learn things without realizing I am learning it.182: ————————————————————————————————————————
Passage 3 of 27 Section 0, Para 183, 53 chars.
183: Play makes training not so dry, at least to a degree.————————————————————————————————————————
Passage 4 of 27 Section 0, Para 186, 68 chars.
186: If you can learn in a playful environment, the play makes it better.————————————————————————————————————————
Passage 5 of 27 Section 0, Para 188, 30 chars.
188: Play makes it easier to learn.————————————————————————————————————————
Passage 6 of 27 Section 0, Para 192, 37 chars.
192: You can learn more from your actions.————————————————————————————————————————
Passage 7 of 27 Section 0, Para 194, 74 chars.
194: You can learn more if it is fun, and it is easier to relate to the lesson.————————————————————————————————————————
Passage 8 of 27 Section 0, Para 196, 53 chars.
196: I think every time you play you do learn. Everytime.————————————————————————————————————————
Passage 9 of 27 Section 0, Para 197, 37 chars.
197: Everything’s a learning experience. ————————————————————————————————————————
Passage 10 of 27 Section 0, Para 198, 108 chars.
198: And if you have to learn something, it’s a lot better to learn it while having fun. You pay more attention.————————————————————————————————————————
Passage 11 of 27 Section 0, Para 199, 117 chars.
199: I always fall asleep in this class until we start having fun, and then I’m like, I’m awake, which isn’t very often. 200: ————————————————————————————————————————
163
Passage 12 of 27 Section 0, Para 201, 128 chars.
201: It depends. You know if you type on a computer and you’re playing a game, learning and playing and having fun at the same time.————————————————————————————————————————
Passage 13 of 27 Section 0, Para 203, 67 chars.
203: Sometimes if you play you pick something up and don’t even know it.————————————————————————————————————————
Passage 14 of 27 Section 0, Para 254, 57 chars.
254: During PT (physical training), we can play, and we learn.————————————————————————————————————————
Passage 15 of 27 Section 0, Para 264, 122 chars.
264: We had a Captain’s Cup which was like a big Olympics thing, taught us about teamwork, and that was fun, learning teamwork.————————————————————————————————————————
Passage 16 of 27 Section 0, Para 324, 88 chars.
324: When we play while learning, we can look more forward to how we will use that knowledge.————————————————————————————————————————
Passage 17 of 27 Section 0, Para 325, 54 chars.
325: I’m more likely to pay attention if I know I can play.————————————————————————————————————————
Passage 18 of 27 Section 0, Para 326, 43 chars.
326: I’m more likely to go in with an open mind.————————————————————————————————————————
Passage 19 of 27 Section 0, Para 328, 42 chars.
328: Play makes the learning more lighthearted.————————————————————————————————————————
Passage 20 of 27 Section 0, Para 329, 29 chars.
329: It helps me to remember more.————————————————————————————————————————
Passage 21 of 27 Section 0, Para 339, 70 chars.
339: It’s easier to remember things I learn if I can play at the same time.————————————————————————————————————————
Passage 22 of 27 Section 0, Para 340, 62 chars.
340: I have an easier time relating and understanding what I learn.————————————————————————————————————————
Passage 23 of 27 Section 0, Para 344, 325 chars.
344: A lot of people learn better when they’re not so serious. Like in this atmosphere I can learn a lot better than in boot camp. In boot camp you are so stressed out and they talk in a monotone and you’re tired the whole time. Like when you’re here, even if you’re tired, we have fun in class and you’re willing to be here.
164
————————————————————————————————————————Passage 24 of 27 Section 0, Para 346, 28 chars.
346: Makes it easier if it is fun————————————————————————————————————————
Passage 25 of 27 Section 0, Para 347, 85 chars.
347: If it is challenging and fun at the same time, people will learn better and do better————————————————————————————————————————
Passage 26 of 27 Section 0, Para 348, 33 chars.
348: It will set in their minds better————————————————————————————————————————
Passage 27 of 27 Section 0, Para 352, 31 chars.
352: Easier to memorize through play————————————————————————————————————————
Node 12 of 36 ImitationPassage 1 of 2 Section 0, Para 124, 318 chars.
124: Play when you’re younger, when you started out, like that’s how you learned. Like when you play with toys as your younger, you pick up eye hand coordination. What do you do when you play? You mock things. Not like mock as in being sarcastic, but like you’re playing house, you’re like, you’re playing what you see.————————————————————————————————————————
Passage 2 of 2 Section 0, Para 125, 34 chars.
125: Yeah, you’re imitating your mom. ————————————————————————————————————————
Node 13 of 36 Intrinsic motivationPassage 1 of 3 Section 0, Para 47, 28 chars.
47: Wouldn’t mind doing it again————————————————————————————————————————
Passage 2 of 3 Section 0, Para 271, 370 chars.
271: See, when I went to boot camp, I didn’t think I was ever going to make it through boot camp. I couldn’t do one push up, I couldn’t do one situp, and I could never study. And so I never thought I was going to make it through boot camp, I thought I was going to be ASMODED (kicked out) anytime. And see I learned that I could do stuff that I never thought I could do. ————————————————————————————————————————
Passage 3 of 3 Section 0, Para 272, 26 chars.
272: It’s all about motivation.————————————————————————————————————————
Node 14 of 36 Joy~EnjoymentPassage 1 of 17 Section 0, Para 6, 21 chars.
165
6: Activity done for fun————————————————————————————————————————
Passage 2 of 17 Section 0, Para 8, 44 chars.
8: Anything you choose to do for pure enjoyment————————————————————————————————————————
Passage 3 of 17 Section 0, Para 11, 36 chars.
11: Something fun that everybody enjoys.————————————————————————————————————————
Passage 4 of 17 Section 0, Para 16, 41 chars.
16: Something other than work that you enjoy.————————————————————————————————————————
Passage 5 of 17 Section 0, Para 24, 43 chars.
24: Something you enjoy doing, like basketball.————————————————————————————————————————
Passage 6 of 17 Section 0, Para 32, 39 chars.
32: Anything besides work that’s enjoyable.————————————————————————————————————————
Passage 7 of 17 Section 0, Para 37, 19 chars.
37: Something you enjoy————————————————————————————————————————
249: The good teachers I had weren’t so serious, and you could joke with them, and they made learning fun by being playful in class.250: ————————————————————————————————————————
Passage 16 of 17 Section 0, Para 302, 68 chars.
302: You have enjoyment, meaning you don’t pay attention to other things.————————————————————————————————————————
Passage 17 of 17 Section 0, Para 331, 29 chars.
331: Play makes it more enjoyable.————————————————————————————————————————
Node 15 of 36 Lack of Anger~StressPassage 1 of 16 Section 0, Para 51, 14 chars.
51: No one is mad.————————————————————————————————————————
53: Lack of anger among those who are playing.————————————————————————————————————————
Passage 4 of 16 Section 0, Para 55, 59 chars.
55: Something you enjoy doing but don’t feel pressured about. ————————————————————————————————————————
Passage 5 of 16 Section 0, Para 64, 40 chars.
64: Attitude you have to be not so serious.————————————————————————————————————————
Passage 6 of 16 Section 0, Para 81, 110 chars.
81: You’re like giggling, like we’re playing right now! You’re not being serious, you’re letting some stress out.————————————————————————————————————————
Passage 7 of 16 Section 0, Para 89, 52 chars.
89: Not thinking about other things that might worry you————————————————————————————————————————
Passage 8 of 16 Section 0, Para 90, 48 chars.
90: Pleasant mood, in your own world, free of stress————————————————————————————————————————
Passage 9 of 16 Section 0, Para 162, 254 chars.
162: Also its more stressful and we have more things to be stressed out about and more responsibilities and its not always, when we’re goofing off we’re like, oh, man, I’ve got all this stuff to do. When you’re little you don’t think about stuff like that.
167
————————————————————————————————————————Passage 10 of 16 Section 0, Para 220, 12 chars.
220: No pressure.————————————————————————————————————————
Passage 11 of 16 Section 0, Para 234, 118 chars.
234: Tension cannot be there at all. No pressure, if you feel pressure or tension in a room you’re not gonna learn much. ————————————————————————————————————————
Passage 12 of 16 Section 0, Para 242, 50 chars.
242: Be with friends, attitude, no rules, no timelines ————————————————————————————————————————
Passage 13 of 16 Section 0, Para 243, 37 chars.
243: No stress, comfortable environments, ————————————————————————————————————————
Passage 14 of 16 Section 0, Para 295, 35 chars.
295: When I’m playing I have no worries.————————————————————————————————————————
Passage 15 of 16 Section 0, Para 303, 49 chars.
303: Your mind is temporarily blank, off other things.————————————————————————————————————————
Passage 16 of 16 Section 0, Para 344, 325 chars.
344: A lot of people learn better when they’re not so serious. Like in this atmosphere I can learn a lot better than in boot camp. In boot camp you are so stressed out and they talk in a monotone and you’re tired the whole time. Like when you’re here, even if you’re tired, we have fun in class and you’re willing to be here. ————————————————————————————————————————
Node 16 of 36 Lack of boredomPassage 1 of 3 Section 0, Para 21, 24 chars.
21: Better than being bored.————————————————————————————————————————
Passage 2 of 3 Section 0, Para 25, 83 chars.
25: Something that isn’t boring, or that catches your eye. Something that is humorous.————————————————————————————————————————
Passage 3 of 3 Section 0, Para 38, 45 chars.
38: Something to keep you active, not being bored————————————————————————————————————————
Node 17 of 36 Location-DependentPassage 1 of 6 Section 0, Para 69, 72 chars.
69: On the beach its like you can be goofy and be your natural, natural self
168
————————————————————————————————————————Passage 2 of 6 Section 0, Para 135, 99 chars.
135: Can’t go outside; like when your parents told you to go outside and play, you can’t do that anymore————————————————————————————————————————
Passage 3 of 6 Section 0, Para 144, 145 chars.
144: In the next five years my play will be more like recreation, like camping or skiing. Or maybe it will be scheduled play, like having a tee time.————————————————————————————————————————
Passage 4 of 6 Section 0, Para 205, 262 chars.
205: Sometimes we have fun with our PT sometimes. Like when we’re playing a game, and you know you try to beat people, and your environment you might be PT’ing and going a long ways but if you’re with your friends you might be laughing and playing at the same time206: ————————————————————————————————————————
Passage 5 of 6 Section 0, Para 233, 127 chars.
233: There needs to be no set environment, because play can happen anywhere, like sports. It depends on what type of play there is.————————————————————————————————————————
Passage 6 of 6 Section 0, Para 236, 128 chars.
236: Around carefree, easy going people. And you gotta be in the right place, like sometimes it’s just not the right place at all. ————————————————————————————————————————
Node 18 of 36 Non-literal~What ifsPassage 1 of 9 Section 0, Para 64, 40 chars.
64: Attitude you have to be not so serious.————————————————————————————————————————
Passage 2 of 9 Section 0, Para 66, 44 chars.
66: It’s not serious, and you have fun doing it.————————————————————————————————————————
Passage 3 of 9 Section 0, Para 73, 212 chars.
73: When I was little, like everybody had imaginary friends and stuff, and I did, then when, but when you’re little and in a group you make up lots of games on your own and play make believe and like house and stuff.————————————————————————————————————————
Passage 4 of 9 Section 0, Para 75, 358 chars.
75: I used to play with rocks and stuff; when I got in trouble and my mom would send me to my room, I used to play and stuff and I would never like learn my lesson, so she took everything out of my room, like all my toys, and left like a rock collection, and I used to play with my rock collection, make kings and queens, it was awesome. I was very imaginative.
169
————————————————————————————————————————Passage 5 of 9 Section 0, Paras 77 to 78, 165 chars.
77: You’re like giggling, like we’re playing right now! You’re not being serious, you’re letting some stress out.78: There’s a fine line between playing around and just ….————————————————————————————————————————
Passage 6 of 9 Section 0, Para 81, 110 chars.
81: You’re like giggling, like we’re playing right now! You’re not being serious, you’re letting some stress out.————————————————————————————————————————
Passage 7 of 9 Section 0, Para 119, 164 chars.
119: You can’t really play the same way you do as a kid when you get older, like I know everybody played doctor when they were little, right? Yes, yeah, I played house.————————————————————————————————————————
Passage 8 of 9 Section 0, Para 124, 318 chars.
124: Play when you’re younger, when you started out, like that’s how you learned. Like when you play with toys as your younger, you pick up eye hand coordination. What do you do when you play? You mock things. Not like mock as in being sarcastic, but like you’re playing house, you’re like, you’re playing what you see.————————————————————————————————————————
Passage 9 of 9 Section 0, Para 128, 544 chars.
128: It’s like when you’re little you’re innocent about like, uh, like where the media comes in, I took a media class in high school that was really cool and interesting, and when you’re younger you’re not really affected by all of that stuff because you don’t really know, and then when you get older there’s like a whole lot of sex in the media and and all that stuff and it really has an influence on you. You know, like when you mature and everything then you have other feelings and then it takes away the simplicity of when you were younger.129: ————————————————————————————————————————
Node 19 of 36 Non-Work~Goal FreePassage 1 of 14 Section 0, Para 16, 41 chars.
16: Something other than work that you enjoy.————————————————————————————————————————
Passage 2 of 14 Section 0, Para 17, 33 chars.
17: Leaving base in civilian clothes.————————————————————————————————————————
————————————————————————————————————————Passage 5 of 14 Section 0, Para 55, 48 chars.
55: Having fun but at the same time having no goals.————————————————————————————————————————
Passage 6 of 14 Section 0, Para 75, 358 chars.
75: I used to play with rocks and stuff; when I got in trouble and my mom would send me to my room, I used to play and stuff and I would never like learn my lesson, so she took everything out of my room, like all my toys, and left like a rock collection, and I used to play with my rock collection, make kings and queens, it was awesome. I was very imaginative.————————————————————————————————————————
Passage 7 of 14 Section 0, Para 80, 139 chars.
80: There’s a fine line between playing around and just life and working, maybe it depends on your personality and type of mood that you’re in.————————————————————————————————————————
Passage 8 of 14 Section 0, Para 209, 271 chars.
209: Work is not play; we think it is more intense. Work is like something we don’t want to do. Work is serious. To me it is “I have to go to work”, but play is fun. When you play you can quit anytime you want; work is meeting deadlines. Working is a duty, not an option.————————————————————————————————————————
221: No work.————————————————————————————————————————
Passage 11 of 14 Section 0, Para 222, 31 chars.
222: Anything that is not mandatory.————————————————————————————————————————
Passage 12 of 14 Section 0, Para 223, 36 chars.
223: Something I can have a choice over.224: ————————————————————————————————————————
Passage 13 of 14 Section 0, Para 242, 50 chars.
242: Be with friends, attitude, no rules, no timelines ————————————————————————————————————————
Passage 14 of 14 Section 0, Para 344, 325 chars.
344: A lot of people learn better when they’re not so serious. Like in this atmosphere I can learn a lot better than in boot camp. In boot camp you are so stressed out and they talk in a monotone and you’re tired the whole time. Like when you’re here, even if you’re tired, we have fun in class and you’re willing to be here.
171
————————————————————————————————————————
Node 20 of 36 OtherPassage 1 of 3 Section 0, Para 21, 24 chars.
21: Better than being bored.————————————————————————————————————————
Passage 2 of 3 Section 0, Para 25, 83 chars.
25: Something that isn’t boring, or that catches your eye. Something that is humorous.————————————————————————————————————————
Passage 3 of 3 Section 0, Para 38, 45 chars.
38: Something to keep you active, not being bored————————————————————————————————————————
Node 21 of 36 PerformancePassage 1 of 6 Section 0, Para 47, 28 chars.
47: Wouldn’t mind doing it again————————————————————————————————————————
Passage 2 of 6 Section 0, Para 274, 262 chars.
274: Battlestation was like, everything we did in battlestation we had already done it once, in class, they made it like an all night thing and we redone everything we did. The first time was like the training experience, and in battlestation it was the actual plan.————————————————————————————————————————
Passage 3 of 6 Section 0, Para 288, 283 chars.
288: If it’s raining there you’re actually rained on; it’s just like real life; you can get hurt doing it. We learned how to handle situations like this; learned how to handle stress; best way to learn it. Very long night, too. If you didn’t do well you didn’t get out of boot camp. 289: ————————————————————————————————————————
Passage 4 of 6 Section 0, Para 332, 33 chars.
332: It makes me able to do it better.————————————————————————————————————————
Passage 5 of 6 Section 0, Para 349, 48 chars.
349: What you learn through play has to be achievable————————————————————————————————————————
Passage 6 of 6 Section 0, Para 364, 201 chars.
364: If there is a time restriction, it isn’t fun it’s more like work. With time restrictions, at a certain point you stop playing and working to finish, and then all the fun is gone and it becomes work. ————————————————————————————————————————
Node 22 of 36 Play toolsPassage 1 of 12 Section 0, Para 103, 93 chars.
172
103: I put away my toys from childhood and now my toys are different, like joysticks or wrestling.————————————————————————————————————————
Passage 2 of 12 Section 0, Para 107, 86 chars.
107: The things you play with also mature as you do; it’s like you play with older things.108: ————————————————————————————————————————
Passage 3 of 12 Section 0, Para 109, 31 chars.
109: I don’t play with toys anymore.————————————————————————————————————————
Passage 4 of 12 Section 0, Para 113, 42 chars.
113: The toy pieces got smaller as I got older.————————————————————————————————————————
Passage 5 of 12 Section 0, Para 118, 61 chars.
118: You do different things, like you get a car when you’re older————————————————————————————————————————
Passage 6 of 12 Section 0, Para 127, 134 chars.
127: When you’re smaller, like just simple things are things you can have fun with, like blocks and stuff, and now we’re playing with cars.————————————————————————————————————————
Passage 7 of 12 Section 0, Para 130, 21 chars.
130: I threw my LEGO’s out————————————————————————————————————————
Passage 8 of 12 Section 0, Para 131, 12 chars.
131: No more toys————————————————————————————————————————
Passage 9 of 12 Section 0, Para 132, 27 chars.
132: More expensive, bigger toys————————————————————————————————————————
Passage 10 of 12 Section 0, Para 144, 145 chars.
144: In the next five years my play will be more like recreation, like camping or skiing. Or maybe it will be scheduled play, like having a tee time.————————————————————————————————————————
Passage 11 of 12 Section 0, Para 214, 45 chars.
214: Some form of toys, or something to play with.————————————————————————————————————————
Passage 12 of 12 Section 0, Para 247, 225 chars.
247: Play was used as a relaxer. We played board games to learn things, like jeopardy in boot camp. Or we used to make a board game, or a video of what we were learning. Or sometimes we had a simulation, like a mock government.
173
————————————————————————————————————————
Node 23 of 36 PleasurablePassage 1 of 6 Section 0, Para 87, 25 chars.
87: You’re having a good time————————————————————————————————————————
Passage 2 of 6 Section 0, Para 90, 48 chars.
90: Pleasant mood, in your own world, free of stress————————————————————————————————————————
Passage 3 of 6 Section 0, Para 215, 54 chars.
215: Anything that brings good feelings or happy thoughts.216: ————————————————————————————————————————
Passage 4 of 6 Section 0, Para 227, 28 chars.
227: Something that is desirable.————————————————————————————————————————
Passage 5 of 6 Section 0, Para 235, 35 chars.
235: You have to be in the right mood. ————————————————————————————————————————
Passage 6 of 6 Section 0, Para 243, 37 chars.
243: No stress, comfortable environments, ————————————————————————————————————————
Node 24 of 36 RelaxedPassage 1 of 4 Section 0, Para 67, 89 chars.
67: You play more when you are more relaxed, like when you are being really happy and silly.68: ————————————————————————————————————————
Passage 2 of 4 Section 0, Para 91, 21 chars.
91: Relax, let guard down————————————————————————————————————————
Passage 3 of 4 Section 0, Para 232, 23 chars.
232: You need to be relaxed.————————————————————————————————————————
Passage 4 of 4 Section 0, Para 247, 225 chars.
247: Play was used as a relaxer. We played board games to learn things, like jeopardy in boot camp. Or we used to make a board game, or a video of what we were learning. Or sometimes we had a simulation, like a mock government.————————————————————————————————————————
Node 25 of 36 Self-generatedPassage 1 of 3 Section 0, Para 56, 45 chars.
174
56: Doing things on a whim or spur of the moment.————————————————————————————————————————
Passage 2 of 3 Section 0, Para 73, 212 chars.
73: When I was little, like everybody had imaginary friends and stuff, and I did, then when, but when you’re little and in a group you make up lots of games on your own and play make believe and like house and stuff.————————————————————————————————————————
Passage 3 of 3 Section 0, Para 96, 39 chars.
96: Toys now I can have fun when I want to————————————————————————————————————————
Node 26 of 36 Sense of humor~FunPassage 1 of 27 Section 0, Para 11, 36 chars.
11: Something fun that everybody enjoys.————————————————————————————————————————
Passage 2 of 27 Section 0, Para 12, 35 chars.
12: Having fun with what you are doing.————————————————————————————————————————
Passage 3 of 27 Section 0, Para 14, 11 chars.
14: Having fun.————————————————————————————————————————
36: Having fun————————————————————————————————————————
Passage 10 of 27 Section 0, Para 55, 48 chars.
55: Having fun but at the same time having no goals.
175
————————————————————————————————————————Passage 11 of 27 Section 0, Para 66, 44 chars.
66: It’s not serious, and you have fun doing it.————————————————————————————————————————
Passage 12 of 27 Section 0, Para 120, 54 chars.
120: When you’re younger you think different things are fun————————————————————————————————————————
Passage 13 of 27 Section 0, Para 147, 52 chars.
147: Play will be like having fun, but on a serious note.————————————————————————————————————————
Passage 14 of 27 Section 0, Para 194, 74 chars.
194: You can learn more if it is fun, and it is easier to relate to the lesson.————————————————————————————————————————
Passage 15 of 27 Section 0, Para 199, 117 chars.
199: I always fall asleep in this class until we start having fun, and then I’m like, I’m awake, which isn’t very often. 200: ————————————————————————————————————————
Passage 16 of 27 Section 0, Para 201, 128 chars.
201: It depends. You know if you type on a computer and you’re playing a game, learning and playing and having fun at the same time.————————————————————————————————————————
Passage 17 of 27 Section 0, Para 205, 262 chars.
205: Sometimes we have fun with our PT sometimes. Like when we’re playing a game, and you know you try to beat people, and your environment you might be PT’ing and going a long ways but if you’re with your friends you might be laughing and playing at the same time206: ————————————————————————————————————————
275: Our class here started out serious, we have to learn things and whatever, but we have fun at t————————————————————————————————————————
Passage 21 of 27 Section 0, Para 276, 260 chars.
276: Our instructors are really good, like they’re strict, they have their ways of doing things, they know what they’re doing, you know, but
176
they have a really good attitude and their positive and they never make us feel stupid or anything. They joke around a lot.————————————————————————————————————————
Passage 22 of 27 Section 0, Para 283, 62 chars.
283: We learned what battlestation was about; done in a fun manner;————————————————————————————————————————
Passage 23 of 27 Section 0, Para 338, 31 chars.
338: Play makes it more funner (sp.)————————————————————————————————————————
Passage 24 of 27 Section 0, Para 342, 168 chars.
342: Oh, I think it does. I think you associate the fun time with whatever subject you are learning, then whenever you think about it you have a positive attitude about it.————————————————————————————————————————
Passage 25 of 27 Section 0, Para 343, 72 chars.
343: You’re more willing to learn as long as there is fun involved with it. ————————————————————————————————————————
Passage 26 of 27 Section 0, Para 346, 28 chars.
346: Makes it easier if it is fun————————————————————————————————————————
Passage 27 of 27 Section 0, Para 347, 85 chars.
347: If it is challenging and fun at the same time, people will learn better and do better————————————————————————————————————————
Node 27 of 36 SillinessPassage 1 of 1 Section 0, Para 67, 89 chars.
67: You play more when you are more relaxed, like when you are being really happy and silly.68: ————————————————————————————————————————
Node 28 of 36 Socially-DependentPassage 1 of 27 Section 0, Para 71, 26 chars.
71: Depends on who you’re with————————————————————————————————————————
Passage 2 of 27 Section 0, Para 72, 156 chars.
72: If you’re with a really cute guy you’ll be sucking in your stomach and sticking out your chest, but if you’re with your friend you’ll act totally different.————————————————————————————————————————
Passage 3 of 27 Section 0, Para 73, 212 chars.
73: When I was little, like everybody had imaginary friends and stuff, and I did, then when, but when you’re little and in a group you make up
177
lots of games on your own and play make believe and like house and stuff.————————————————————————————————————————
Passage 4 of 27 Section 0, Para 79, 65 chars.
79: It’s laughing, it’s coming together as a group, playing together.————————————————————————————————————————
Passage 5 of 27 Section 0, Para 83, 65 chars.
83: It’s laughing, it’s coming together as a group, playing together.————————————————————————————————————————
Passage 6 of 27 Section 0, Para 114, 102 chars.
114: Now I am more competitive, in games more, playing against others. That’s different than when I was a ————————————————————————————————————————
Passage 7 of 27 Section 0, Para 160, 47 chars.
160: You have to find the right person to play with.————————————————————————————————————————
Passage 8 of 27 Section 0, Para 205, 262 chars.
205: Sometimes we have fun with our PT sometimes. Like when we’re playing a game, and you know you try to beat people, and your environment you might be PT’ing and going a long ways but if you’re with your friends you might be laughing and playing at the same time206: ————————————————————————————————————————
218: Being comfortable with people around you so that you can play.219: ————————————————————————————————————————
Passage 11 of 27 Section 0, Para 225, 32 chars.
225: People who you enjoy being with.————————————————————————————————————————
Passage 12 of 27 Section 0, Para 228, 64 chars.
228: A comfort zone you have to know the people around you a little.————————————————————————————————————————
Passage 13 of 27 Section 0, Para 230, 14 chars.
230: A fun teacher.————————————————————————————————————————
Passage 14 of 27 Section 0, Para 236, 128 chars.
236: Around carefree, easy going people. And you gotta be in the right place, like sometimes it’s just not the right place at all. ————————————————————————————————————————
240: Interact with friends————————————————————————————————————————
Passage 17 of 27 Section 0, Para 242, 50 chars.
242: Be with friends, attitude, no rules, no timelines ————————————————————————————————————————
Passage 18 of 27 Section 0, Para 249, 128 chars.
249: The good teachers I had weren’t so serious, and you could joke with them, and they made learning fun by being playful in class.250: ————————————————————————————————————————
Passage 19 of 27 Section 0, Paras 253 to 254, 165 chars.
253: Once in class the teacher put in fake teeth as a surprise, and it was funny and helped me to remember more.254: During PT (physical training), we can play, and we learn.————————————————————————————————————————
Passage 20 of 27 Section 0, Para 256, 110 chars.
256: Once we played word games, and the teacher split the class into groups, and each group had topics to figure ou————————————————————————————————————————
Passage 21 of 27 Section 0, Para 256, 73 chars.
256: We’ve done skits and situational things where we learned while playing. ————————————————————————————————————————
Passage 22 of 27 Section 0, Para 257, 102 chars.
257: We played during Battlestation and Captain’s Cup there were incentives, like getting more phone time.————————————————————————————————————————
Passage 23 of 27 Section 0, Para 264, 122 chars.
264: We had a Captain’s Cup which was like a big Olympics thing, taught us about teamwork, and that was fun, learning teamwork.————————————————————————————————————————
Passage 24 of 27 Section 0, Paras 269 to 270, 125 chars.
269: It’s where we fought fires, and learned how to get people out of burning buildings, 270: It’s 12 hours of learning, 2:00 to 2:00.————————————————————————————————————————
Passage 25 of 27 Section 0, Para 275, 94 chars.
275: Our class here started out serious, we have to learn things and whatever, but we have fun at t————————————————————————————————————————
Passage 26 of 27 Section 0, Para 277, 1066 chars.
179
277: n high school, here’s a good one, in high school I remember that we did this…it started off as a game and we didn’t think we were going to learn anything from it. Um, we were studying like Hitler and everything, during the time of Hitler, so the teacher like pulled us aside and like gave a couple people tags that went on, you know, and you had to wear the tag around. Now, they got people…the people with the tags you couldn’t talk to, and so if you talked to them, the people with the tags, you got a tag put on you. Then they started… and if you turned somebody in, if you said I saw that person, then they’d get the tag and you’d get bonus points. So it showed, you know, how like everybody started turning each other in and everything like that, and it showed how Hitler started the rules. It started off as a game, but by the time when everybody had tags for like doing things and everything, and you saw how the people were like, you know, it showed what people will do. You learned that everybody turned against it. I don’t know how to explain it….278: ————————————————————————————————————————
Passage 27 of 27 Section 0, Paras 279 to 280, 85 chars.
279: Captain’s Cup, Battlestation280: Battlestation competition, lot of fun, lasted all night————————————————————————————————————————
Node 29 of 36 SpontaneousPassage 1 of 1 Section 0, Para 56, 45 chars.
56: Doing things on a whim or spur of the moment.————————————————————————————————————————
Node 30 of 36 StimulatingPassage 1 of 2 Section 0, Para 21, 24 chars.
21: Better than being bored.————————————————————————————————————————
Passage 2 of 2 Section 0, Para 25, 83 chars.
25: Something that isn’t boring, or that catches your eye. Something that is humorous.————————————————————————————————————————
Node 31 of 36 Time on Task~FocusPassage 1 of 10 Section 0, Para 146, 65 chars.
146: In the future, my play will be more serious play-like activities.————————————————————————————————————————
Passage 2 of 10 Section 0, Para 147, 52 chars.
147: Play will be like having fun, but on a serious note.————————————————————————————————————————
Passage 3 of 10 Section 0, Para 152, 98 chars.
152: I’ll have more authority and be in charge, more serious and responsible, don’t mean any less play.
180
————————————————————————————————————————Passage 4 of 10 Section 0, Para 153, 73 chars.
153: Then I’ll know my limits, and know when to be serious and when not to be.————————————————————————————————————————
Passage 5 of 10 Section 0, Para 198, 108 chars.
198: And if you have to learn something, it’s a lot better to learn it while having fun. You pay more attention.————————————————————————————————————————
Passage 6 of 10 Section 0, Para 310, 71 chars.
310: All attention is in the activity, and you are drawn into it completely.————————————————————————————————————————
Passage 7 of 10 Section 0, Para 320, 63 chars.
320: When you’re working you might look at the clock every 5 minutes————————————————————————————————————————
Passage 8 of 10 Section 0, Para 325, 53 chars.
325: ’m more likely to pay attention if I know I can play.————————————————————————————————————————
Passage 9 of 10 Section 0, Para 333, 23 chars.
333: My mind doesn’t wander.————————————————————————————————————————
Passage 10 of 10 Section 0, Para 334, 28 chars.
334: I can pay attention better.335: ————————————————————————————————————————
Node 32 of 36 Timelessness~FlowPassage 1 of 26 Section 0, Para 46, 16 chars.
46: No sense of time————————————————————————————————————————
Passage 2 of 26 Section 0, Para 57, 81 chars.
57: Reactionary; play happens when you don’t have to think about it, it just happens.————————————————————————————————————————
Passage 3 of 26 Section 0, Para 58, 14 chars.
58: Time flies by.————————————————————————————————————————
Passage 4 of 26 Section 0, Para 63, 33 chars.
63: Time going by faster than normal.————————————————————————————————————————
Passage 5 of 26 Section 0, Para 88, 49 chars.
88: You might lose track of time if you’re having fun
181
————————————————————————————————————————Passage 6 of 26 Section 0, Para 89, 52 chars.
89: Not thinking about other things that might worry you————————————————————————————————————————
Passage 7 of 26 Section 0, Para 90, 48 chars.
90: Pleasant mood, in your own world, free of stress————————————————————————————————————————
Passage 8 of 26 Section 0, Para 293, 20 chars.
293: Time is transparent.————————————————————————————————————————
Passage 9 of 26 Section 0, Para 294, 31 chars.
294: It’s gone, you don’t notice it.————————————————————————————————————————
Passage 10 of 26 Section 0, Para 295, 35 chars.
295: When I’m playing I have no worries.————————————————————————————————————————
Passage 11 of 26 Section 0, Para 296, 18 chars.
296: Time is shortened.————————————————————————————————————————
Passage 12 of 26 Section 0, Para 298, 22 chars.
298: You don’t notice time.————————————————————————————————————————
Passage 13 of 26 Section 0, Para 299, 18 chars.
299: Time just goes by.————————————————————————————————————————
Passage 14 of 26 Section 0, Para 301, 14 chars.
301: Time flies by.————————————————————————————————————————
Passage 15 of 26 Section 0, Para 302, 68 chars.
302: You have enjoyment, meaning you don’t pay attention to other things.————————————————————————————————————————
Passage 16 of 26 Section 0, Para 305, 19 chars.
305: Time goes by quick.————————————————————————————————————————
Passage 17 of 26 Section 0, Para 307, 18 chars.
307: Time goes by fast.————————————————————————————————————————
Passage 18 of 26 Section 0, Para 308, 28 chars.
308: There is no concept of time.————————————————————————————————————————
Passage 19 of 26 Section 0, Para 309, 46 chars.
182
309: When you are being entertained, time flies by.————————————————————————————————————————
Passage 20 of 26 Section 0, Para 310, 71 chars.
310: All attention is in the activity, and you are drawn into it completely.————————————————————————————————————————
Passage 21 of 26 Section 0, Para 312, 215 chars.
312: It flies. You’re not aware of time at all. I think people get in trouble, miss curfew. When you are a child, you don’t realize that time is going by, but when it’s over, you’re exhausted and ready to go to sleep.————————————————————————————————————————
Passage 22 of 26 Section 0, Paras 313 to 314, 459 chars.
313: When you’re younger, the time, I don’t know, it just, I remember when I was younger I remember the whole year revolved around Christmas and the time went so slow, but now the older you get, the time goes really fast. When you’re little you don’t have any conception of time. It seems like forever when you’re little.314: Now we have to manage our time now, we don’t have as much fun as we did when we were smaller. It’s like you have to plan out your fun now.315: ————————————————————————————————————————
Passage 23 of 26 Section 0, Para 316, 10 chars.
316: It goes by————————————————————————————————————————
Nodes in Set: All Free NodesNode 1 of 36 Intrinsic motivationPassage 1 of 1 Section 0, Para 22, 73 chars.
22: Play is effective if it increases or motivates the individuals interest, ————————————————————————————————————————
Node 2 of 36 Focused AttentionPassage 1 of 3 Section 0, Para 15, 134 chars.
15: Those that appeal to the participant or individual, something that holds the interest of the individual, or may appeal to that person.————————————————————————————————————————
Passage 2 of 3 Section 0, Para 22, 73 chars.
22: Play is effective if it increases or motivates the individuals interest, ————————————————————————————————————————
Passage 3 of 3 Section 0, Para 52, 102 chars.
52: For the most part, if you capture someone’s interest by using play they want to participate and learn.————————————————————————————————————————
Node 3 of 36 Joy~EnjoymentPassage 1 of 7 Section 0, Para 4, 32 chars.
4: Enjoying oneself and having fun.————————————————————————————————————————
Passage 2 of 7 Section 0, Para 5, 108 chars.
5: The act of play to me will be defined as enjoying oneself with an interesting activity of a physical nature.————————————————————————————————————————
Passage 3 of 7 Section 0, Para 9, 26 chars.
9: Enjoyable social activity.
184
————————————————————————————————————————Passage 4 of 7 Section 0, Para 17, 43 chars.
17: Joy and laughter and enthusiastic attitude.————————————————————————————————————————
Passage 5 of 7 Section 0, Para 24, 104 chars.
24: If something is enjoyable and fun, which is a direct indicator of play, it will be excepted more freely.————————————————————————————————————————
Passage 6 of 7 Section 0, Para 54, 113 chars.
54: I feel confident because I know the students are learning and if they are enjoying it, they will learn it better.————————————————————————————————————————
Passage 7 of 7 Section 0, Para 61, 245 chars.
61: Play is useful as long as its not over used. There becomes a point when you may miss the point of instruction. Play if used must be used for difficult areas of instruction. Students, depending on age, I feel enjoy play combined with learning.————————————————————————————————————————
Node 4 of 36 ExuberancePassage 1 of 1 Section 0, Para 17, 43 chars.
17: Joy and laughter and enthusiastic attitude.————————————————————————————————————————
Node 5 of 36 CompetitivePassage 1 of 3 Section 0, Para 34, 187 chars.
34: In the classroom, we used magnetic cards with the names of pubs on them and made a game of it. Upon the completion of the game, the class was able to recall a vast amount of information.————————————————————————————————————————
Passage 2 of 3 Section 0, Para 36, 139 chars.
36: In class I created a baseball game and if you answered a question (depending on the difficulty) you would get a hit (single, double, etc).37: ————————————————————————————————————————
Passage 3 of 3 Section 0, Para 79, 77 chars.
79: Make it a competitive program, example trivia will have to beat a high score.————————————————————————————————————————
Node 6 of 36 Helps Knowledge AcquisitionPassage 1 of 7 Section 0, Para 24, 104 chars.
24: If something is enjoyable and fun, which is a direct indicator of play, it will be excepted more freely.————————————————————————————————————————
Passage 2 of 7 Section 0, Para 34, 187 chars.
185
34: In the classroom, we used magnetic cards with the names of pubs on them and made a game of it. Upon the completion of the game, the class was able to recall a vast amount of information.————————————————————————————————————————
Passage 3 of 7 Section 0, Para 36, 139 chars.
36: In class I created a baseball game and if you answered a question (depending on the difficulty) you would get a hit (single, double, etc).37: ————————————————————————————————————————
Passage 4 of 7 Section 0, Para 52, 102 chars.
52: For the most part, if you capture someone’s interest by using play they want to participate and learn.————————————————————————————————————————
Passage 5 of 7 Section 0, Para 54, 113 chars.
54: I feel confident because I know the students are learning and if they are enjoying it, they will learn it better.————————————————————————————————————————
Passage 6 of 7 Section 0, Para 69, 235 chars.
69: Play should be designed to assist a student with difficult learning. Training must be measurable. What is the trainee expected to do after the training? Elements when written or implied must have behavior, conditions, and standards.————————————————————————————————————————
Passage 7 of 7 Section 0, Para 77, 52 chars.
77: As a tool to encourage or motivate student learning.————————————————————————————————————————
Node 7 of 36 Timelessness~FlowPassage 1 of 2 Section 0, Para 43, 147 chars.
43: When actively involved in play time moves rapidly. Individuals are more involved because you have their attention, rather than watching the clock.————————————————————————————————————————
Passage 2 of 2 Section 0, Para 45, 100 chars.
45: Passage of time goes quickly if the play is interesting, the awareness of time is all but forgotten.————————————————————————————————————————
Node 8 of 36 Constructive Illusion~GroupPassage 1 of 2 Section 0, Para 34, 187 chars.
34: In the classroom, we used magnetic cards with the names of pubs on them and made a game of it. Upon the completion of the game, the class was able to recall a vast amount of information.————————————————————————————————————————
Passage 2 of 2 Section 0, Para 36, 139 chars.
186
36: In class I created a baseball game and if you answered a question (depending on the difficulty) you would get a hit (single, double, etc).37: ————————————————————————————————————————
Node 9 of 36 Socially-DependentPassage 1 of 1 Section 0, Para 9, 26 chars.
9: Enjoyable social activity.————————————————————————————————————————
Node 10 of 36 PerformancePassage 1 of 1 Section 0, Para 69, 235 chars.
69: Play should be designed to assist a student with difficult learning. Training must be measurable. What is the trainee expected to do after the training? Elements when written or implied must have behavior, conditions, and standards.————————————————————————————————————————
Node 11 of 36 BalancePassage 1 of 3 Section 0, Para 23, 95 chars.
23: play can also detract from learning or training, if an individual cannot recall an experience.————————————————————————————————————————
Passage 2 of 3 Section 0, Para 61, 245 chars.
61: Play is useful as long as its not over used. There becomes a point when you may miss the point of instruction. Play if used must be used for difficult areas of instruction. Students, depending on age, I feel enjoy play combined with learning.————————————————————————————————————————
Passage 3 of 3 Section 0, Para 71, 137 chars.
71: You must have the right concept of play. That will probably be based on age, gender, etc. It must enhance the training, not replace it.————————————————————————————————————————
Node 12 of 36 Edu-tainmentPassage 1 of 2 Section 0, Para 54, 113 chars.
54: I feel confident because I know the students are learning and if they are enjoying it, they will learn it better.————————————————————————————————————————
Passage 2 of 2 Section 0, Para 61, 245 chars.
61: Play is useful as long as its not over used. There becomes a point when you may miss the point of instruction. Play if used must be used for difficult areas of instruction. Students, depending on age, I feel enjoy play combined with learning.————————————————————————————————————————
Node 13 of 36 Sense of humor~Fun
187
Passage 1 of 3 Section 0, Para 4, 32 chars.
4: Enjoying oneself and having fun.————————————————————————————————————————
Passage 2 of 3 Section 0, Para 8, 75 chars.
8: Having fun, participating in an event, acting or behaving in a certain way.————————————————————————————————————————
Passage 3 of 3 Section 0, Para 24, 104 chars.
24: If something is enjoyable and fun, which is a direct indicator of play, it will be excepted more freely.————————————————————————————————————————
No other nodes in this setcode this document.
188
Appendix I
QSR NVivo Summary of Practitioner Interview Coding Report
Nodes in Set: All Free NodesNode 1 of 36 Self-generatedPassage 1 of 2 Section 0, Para 27, 21 chars.
27: Desire to participate————————————————————————————————————————
Passage 2 of 2 Section 0, Para 28, 44 chars.
28: Voluntary action willingness to participate————————————————————————————————————————
Node 2 of 36 Intrinsic motivationPassage 1 of 2 Section 0, Para 65, 386 chars.
65: As part of a developmental team, I used interactive games and scenario interaction as part of basic living skills training for learners with under educated, low motivational learners with success. I will say that the level of interaction was not to a level I would go for today because our (the company I was with then) development technology (i.e. programming) was at too low a level.66: ————————————————————————————————————————
Passage 2 of 2 Section 0, Paras 134 to 135, 338 chars.
134: Play is extremely important in learning; it can make a person want to learn, rather than have to learn.135: Play can change the whole atmosphere of learning it can make students “lighten up” so learning can occur in a less pressureful (my word) situation. In that kind of atmosphere, I think learning is accomplished more easily and fully.136: ————————————————————————————————————————
Node 3 of 36 StimulatingPassage 1 of 2 Section 0, Para 8, 150 chars.
189
8: Play is fun interaction with another person, animal, or object. It intrigues/stimulates the mind/body in a way that provokes the person to continue. ————————————————————————————————————————
Passage 2 of 2 Section 0, Para 37, 675 chars.
37: I think it’s incredibly important. The mind needs stimulation and learns best when stimulated in a variety of ways: visual, aural, etc. The things we remember best are those that stand out to us in some unusual way. For example, it could be something negative or traumatic, such as witnessing a car accident. Or it could be something we think is incredibly funny. Those are the things we remember. We remember them because we found them in some way remarkable. So, if one goal of training is retention of the information, if we make it remarkable in some way, it only stands to reason that the mind will more likely store that info over less remarkable information. ————————————————————————————————————————
Node 4 of 36 Focused AttentionPassage 1 of 6 Section 0, Para 14, 172 chars.
14: They might also have furrowed brows as if concentrating, indicating a mild frustration or confounding, but not crossing the level to where they want to quit or are angered.————————————————————————————————————————
Passage 2 of 6 Section 0, Para 15, 56 chars.
15: The people involved usually have a focus of some sort. ————————————————————————————————————————
Passage 3 of 6 Section 0, Para 16, 104 chars.
16: Individual play has that focus, also. You should feel enjoyment in what you are doing and relaxation.17: ————————————————————————————————————————
Passage 4 of 6 Section 0, Para 25, 20 chars.
25: Activity of interest————————————————————————————————————————
Passage 5 of 6 Section 0, Para 40, 565 chars.
40: I think "play" is an integral part of training, particularly for young or low motivational learners. I am a big advocate of learning by simulation of events/tasks. A flight simulator, for instance, can give a learner many of the same scenarios that they would face in a real world event and still carry the feel of play. The learner is being conditioned to react to real world events, in other words being trained, while having fun. It should be noted that the training and the play can be incidental, contingent, or non-existent dependent upon the design of the ma————————————————————————————————————————
Passage 6 of 6 Section 0, Para 62, 138 chars.
190
62: We added kind of goofy looking graphics (rotating eyes, madmen, mice) to topics, or elements of surprise to break up a sort of dry topic.————————————————————————————————————————
Node 5 of 36 PleasurablePassage 1 of 5 Section 0, Para 10, 44 chars.
10: Play is anything you do that is pleasurable.————————————————————————————————————————
Passage 2 of 5 Section 0, Para 30, 74 chars.
30: Correct attitude, not serious; spontaneity. An activity to participate in————————————————————————————————————————
Passage 3 of 5 Section 0, Para 70, 132 chars.
70: It makes everything more bearable!!! Time passes quickly and you leave with a good feeling, even when you are still glad it’s over.————————————————————————————————————————
Passage 4 of 5 Section 0, Para 83, 118 chars.
83: I think the feelings are usually positive or at least more positive than it would be if it weren’t taught using play.84: ————————————————————————————————————————
Passage 5 of 5 Section 0, Paras 134 to 135, 338 chars.
134: Play is extremely important in learning; it can make a person want to learn, rather than have to learn.135: Play can change the whole atmosphere of learning it can make students “lighten up” so learning can occur in a less pressureful (my word) situation. In that kind of atmosphere, I think learning is accomplished more easily and fully.136: ————————————————————————————————————————
Node 6 of 36 Joy~EnjoymentPassage 1 of 6 Section 0, Para 11, 55 chars.
11: Any activity that I find enjoyable and that relaxes me.————————————————————————————————————————
Passage 2 of 6 Section 0, Para 16, 104 chars.
16: Individual play has that focus, also. You should feel enjoyment in what you are doing and relaxation.17: ————————————————————————————————————————
Passage 3 of 6 Section 0, Para 19, 84 chars.
19: Excitement, laughter, sometimes competition, enjoyment, being silly, being outdoors.————————————————————————————————————————
Passage 4 of 6 Section 0, Para 20, 295 chars.
191
20: "Play" for me doesn't necessarily need to be a physical activity. For me, if I am enjoying what I am doing, be it reading a book, playing a sport, or simply watching a movie with my wife, the indicators are usually the same… just a feeling of enjoyment… and would meet my definition of "play". 21: ————————————————————————————————————————
Passage 5 of 6 Section 0, Para 31, 375 chars.
31: I think the indicators are much the same as the elements for me. I think enjoyment without accountability for my time is a good indicator. I "enjoy" my job but I am accountable for the hours I am here so that would not qualify whereas I may be doing much the same thing at home on my personal computer and call it play because I am accountable only to myself for that time. 32: ————————————————————————————————————————
Passage 6 of 6 Section 0, Para 132, 188 chars.
132: The overall role of play in learning or training is to aid in the learning process by helping retention AND providing a positive environment that the learner looks forward to returning to!————————————————————————————————————————
Node 7 of 36 ExuberancePassage 1 of 3 Section 0, Para 14, 113 chars.
14: People who are engaged in the activity might be recognized by smiles, laughter, or discussion with one another. ————————————————————————————————————————
Passage 2 of 3 Section 0, Para 15, 139 chars.
15: In groups, play usually involves laughter and camaraderie, a sense of working together to achieve something as a group or a side on a team.————————————————————————————————————————
Passage 3 of 3 Section 0, Para 19, 84 chars.
19: Excitement, laughter, sometimes competition, enjoyment, being silly, being outdoors.————————————————————————————————————————
Node 8 of 36 SillinessPassage 1 of 3 Section 0, Para 10, 132 chars.
10: To me, play is that childlike ability to just lose yourself in whatever you are doing. You should feel comfortable acting silly. ————————————————————————————————————————
Passage 2 of 3 Section 0, Para 19, 84 chars.
19: Excitement, laughter, sometimes competition, enjoyment, being silly, being outdoors.————————————————————————————————————————
Passage 3 of 3 Section 0, Para 29, 271 chars.
192
29: You need to be relatively free from distractions and interruptions. You shouldn’t be too pressed for time. You need to be in the mood for play --- if you are crabby, that fun, happy kid-like feeling is not likely to occur. You need to be open to childlike silliness. ————————————————————————————————————————
Node 9 of 36 RelaxedPassage 1 of 5 Section 0, Para 11, 55 chars.
11: Any activity that I find enjoyable and that relaxes me.————————————————————————————————————————
Passage 2 of 5 Section 0, Para 16, 104 chars.
16: Individual play has that focus, also. You should feel enjoyment in what you are doing and relaxation.17: ————————————————————————————————————————
Passage 3 of 5 Section 0, Para 85, 249 chars.
85: It makes it more fun. It also seems to take some of the pressure off, as if the learning can proceed in a more light-hearted fashion. I think you would learn things more easily in a more casual setting --- lees pressure to interfere with learning.————————————————————————————————————————
Passage 4 of 5 Section 0, Paras 134 to 135, 338 chars.
134: Play is extremely important in learning; it can make a person want to learn, rather than have to learn.135: Play can change the whole atmosphere of learning it can make students “lighten up” so learning can occur in a less pressureful (my word) situation. In that kind of atmosphere, I think learning is accomplished more easily and fully.136: ————————————————————————————————————————
Passage 5 of 5 Section 0, Para 139, 611 chars.
139: Play can be utilized to enhance the level of knowledge taken away from a training event by adding a level of immediacy to the training (i.e. using the skills being developed in real time rather than at a later time) and by taking the pressure of standard educational training away and introducing a more relaxed learning environment. I feel that this more relaxed learning environment is more conducive to better, more comprehensive learning of the desired skill. The caveat is, as always, is that the training MUST be skillfully developed to ride the fine line between "training play" and "mindless play". 140: ————————————————————————————————————————
Node 10 of 36 EmpowermentPassage 1 of 4 Section 0, Para 14, 184 chars.
14: The continuation of the activity itself (such as a game of tag) also indicates play (unless play is forced unlikely at that point it’s no longer play, so add voluntary to the list!).————————————————————————————————————————
193
Passage 2 of 4 Section 0, Para 51, 430 chars.
51: I can’t think of anything unstructured I have learned, other than work related things. Learning to use Flash has been fun, though. The challenge of trying to accomplish something I wasn’t sure I could do is fun. The challenge of being able to create something new and cool looking is fun. Being given a challenging task, and having to find a way to work my way through it is what pushed me to learn how to use a new program..52: ————————————————————————————————————————
Passage 3 of 4 Section 0, Para 53, 200 chars.
53: I was trying to teach my fellow band member a song (rhythym) I wrote and my keyboardist told me he hated 6/8 time. I didn’t even realize that I wrote it in that time signature. He couldn’t keep up!————————————————————————————————————————
Passage 4 of 4 Section 0, Para 114, 341 chars.
114: Immersion of the student in a simulation that is both entertaining, interactive, and instructive is a difficult development process. The "play" must include learner control of events to be effective. Everything from screen design and navigation strategy to types of multimedia utilized can influence the level effectiveness of the training. ————————————————————————————————————————
Node 11 of 36 CompetitivePassage 1 of 2 Section 0, Para 19, 84 chars.
19: Excitement, laughter, sometimes competition, enjoyment, being silly, being outdoors.————————————————————————————————————————
Passage 2 of 2 Section 0, Para 63, 170 chars.
63: To aid in learning multiplication facts, I had the students roll two dice, multiply the faces and call out the correct answer. If they got it right, they got the points.————————————————————————————————————————
Node 12 of 36 Helps Knowledge AcquisitionPassage 1 of 15 Section 0, Para 37, 675 chars.
37: I think it’s incredibly important. The mind needs stimulation and learns best when stimulated in a variety of ways: visual, aural, etc. The things we remember best are those that stand out to us in some unusual way. For example, it could be something negative or traumatic, such as witnessing a car accident. Or it could be something we think is incredibly funny. Those are the things we remember. We remember them because we found them in some way remarkable. So, if one goal of training is retention of the information, if we make it remarkable in some way, it only stands to reason that the mind will more likely store that info over less remarkable information. ————————————————————————————————————————
Passage 2 of 15 Section 0, Para 38, 331 chars.
194
38: Play can make learning more fun. If play can make learning so fun, so engrossing that the student loses him of herself in the learning, I think the student would be much more likely to retain the information. It would probably make that person want to continue to learn more, also something to look forward to rather than dread. ————————————————————————————————————————
Passage 3 of 15 Section 0, Para 40, 565 chars.
40: I think "play" is an integral part of training, particularly for young or low motivational learners. I am a big advocate of learning by simulation of events/tasks. A flight simulator, for instance, can give a learner many of the same scenarios that they would face in a real world event and still carry the feel of play. The learner is being conditioned to react to real world events, in other words being trained, while having fun. It should be noted that the training and the play can be incidental, contingent, or non-existent dependent upon the design of the ma————————————————————————————————————————
Passage 4 of 15 Section 0, Para 47, 154 chars.
47: I also learn well by using dirty mnemonics, etc., to help me remember. I think they are amusing in and of themselves, so that’s probably why they work. 48: ————————————————————————————————————————
Passage 5 of 15 Section 0, Para 53, 200 chars.
53: I was trying to teach my fellow band member a song (rhythym) I wrote and my keyboardist told me he hated 6/8 time. I didn’t even realize that I wrote it in that time signature. He couldn’t keep up!————————————————————————————————————————
Passage 6 of 15 Section 0, Para 55, 326 chars.
55: I can remember learning bits and pieces of French when my wife's family was here from Canada. It was both fun and instructive but by no means organized or structured learning. I found myself starting to pick out one or two words at a time and being able to follow the flow of conversation despite my not knowing the language. ————————————————————————————————————————
Passage 7 of 15 Section 0, Para 60, 624 chars.
60: How ‘bout when I was designing/developing the Mail Ops topic. I needed to teach a list of items that could indicate that a package was a mail bomb. Rather than trying to memorize 7 items, I found a way to string them together into a mnemonic to aid in retention: RIDE Wire Ticks to Safety. I won’t bore you with what each part stood for, but using this mnemonic in conjunction with humorous related graphic should make this list memorable to the learner. The SME still brings this up to me months later, so the mnemonic stuck. We will have to see through beta tests whether what the mnemonic represented was retained.61: ————————————————————————————————————————
Passage 8 of 15 Section 0, Para 62, 138 chars.
195
62: We added kind of goofy looking graphics (rotating eyes, madmen, mice) to topics, or elements of surprise to break up a sort of dry topic.————————————————————————————————————————
Passage 9 of 15 Section 0, Para 88, 197 chars.
88: I believe the skill being acquired becomes secondary (in feel) to the interactive activity. In other words the training is not necessarily on a conscious level until after the activity is complete.————————————————————————————————————————
Passage 10 of 15 Section 0, Para 94, 340 chars.
94: It makes me excited about the instruction because I feel that I am helping the learner and not just presenting page after page of information. I feel like I’m communicating with the learner, even though we may never meet. I also feel that the play and humor I interject into topics might be the only fun or quasi-fun he may have all day.95: ————————————————————————————————————————
Passage 11 of 15 Section 0, Paras 96 to 97, 274 chars.
96: It makes it more fun. It’s challenging to try to think of things that will make a topic more fun for students. It’s probably more fun to try to come up with fun ideas than the final lesson. It makes work more interesting, too. 97: You become more excited about the content.98: ————————————————————————————————————————
Passage 12 of 15 Section 0, Para 99, 168 chars.
99: I'm not sure what you mean. I guess it makes me feel like the chance of this being successful training will be enhanced if the learner is immersed in a fun activity. 100: ————————————————————————————————————————
Passage 13 of 15 Section 0, Para 132, 188 chars.
132: The overall role of play in learning or training is to aid in the learning process by helping retention AND providing a positive environment that the learner looks forward to returning to!————————————————————————————————————————
Passage 14 of 15 Section 0, Paras 134 to 135, 338 chars.
134: Play is extremely important in learning; it can make a person want to learn, rather than have to learn.135: Play can change the whole atmosphere of learning it can make students “lighten up” so learning can occur in a less pressureful (my word) situation. In that kind of atmosphere, I think learning is accomplished more easily and fully.136: ————————————————————————————————————————
Passage 15 of 15 Section 0, Para 139, 611 chars.
196
139: Play can be utilized to enhance the level of knowledge taken away from a training event by adding a level of immediacy to the training (i.e. using the skills being developed in real time rather than at a later time) and by taking the pressure of standard educational training away and introducing a more relaxed learning environment. I feel that this more relaxed learning environment is more conducive to better, more comprehensive learning of the desired skill. The caveat is, as always, is that the training MUST be skillfully developed to ride the fine line between "training play" and "mindless play". 140: ————————————————————————————————————————
Node 13 of 36 SpontaneousPassage 1 of 1 Section 0, Para 30, 74 chars.
30: Correct attitude, not serious; spontaneity. An activity to participate in————————————————————————————————————————
Node 14 of 36 Timelessness~FlowPassage 1 of 5 Section 0, Para 10, 97 chars.
10: t is engrossing enough that you lose yourself in whatever you are doing; you lose track of time. ————————————————————————————————————————
Passage 2 of 5 Section 0, Para 70, 132 chars.
70: It makes everything more bearable!!! Time passes quickly and you leave with a good feeling, even when you are still glad it’s over.————————————————————————————————————————
Passage 3 of 5 Section 0, Para 72, 65 chars.
72: You lose track of time --- and it speeds by before you know it.73: ————————————————————————————————————————
Passage 4 of 5 Section 0, Para 74, 77 chars.
74: When engaged in play, time seems to speed up and awareness of time decreases.————————————————————————————————————————
Passage 5 of 5 Section 0, Para 76, 361 chars.
76: The time accountability requirement I mentioned above becomes a non-factor in the equation if the learner doesn't perceive accountability. In other words, someone going into flight school for the Air Force might play on a simulator at home whereas for someone in Flight School, the same simulator play looses it's playful feel and becomes work or work related. ————————————————————————————————————————
Node 15 of 36 Non-Work~Goal FreePassage 1 of 3 Section 0, Para 9, 90 chars.
197
9: define play as any activity not "feeling" like work or required for everyday subsistence.————————————————————————————————————————
Passage 2 of 3 Section 0, Para 10, 35 chars.
10: Play is freedom from adult worries.————————————————————————————————————————
Passage 3 of 3 Section 0, Para 31, 375 chars.
31: I think the indicators are much the same as the elements for me. I think enjoyment without accountability for my time is a good indicator. I "enjoy" my job but I am accountable for the hours I am here so that would not qualify whereas I may be doing much the same thing at home on my personal computer and call it play because I am accountable only to myself for that time. 32: ————————————————————————————————————————
Node 16 of 36 Socially-DependentPassage 1 of 2 Section 0, Para 15, 139 chars.
15: In groups, play usually involves laughter and camaraderie, a sense of working together to achieve something as a group or a side on a team.————————————————————————————————————————
Passage 2 of 2 Section 0, Para 15, 56 chars.
15: The people involved usually have a focus of some sort. ————————————————————————————————————————
Node 17 of 36 PerformancePassage 1 of 4 Section 0, Para 15, 139 chars.
15: In groups, play usually involves laughter and camaraderie, a sense of working together to achieve something as a group or a side on a team.————————————————————————————————————————
Passage 2 of 4 Section 0, Para 45, 263 chars.
45: I can’t recall a specific instance, but I can say that I learn well when I can DO the activity, rather than just hear about it. I have a difficult time retaining for the long term a list of steps unless they are reinforced by the actual activity or a simulation.————————————————————————————————————————
Passage 3 of 4 Section 0, Para 51, 429 chars.
51: I can’t think of anything unstructured I have learned, other than work related things. Learning to use Flash has been fun, though. The challenge of trying to accomplish something I wasn’t sure I could do is fun. The challenge of being able to create something new and cool looking is fun. Being given a challenging task, and having to find a way to work my way through it is what pushed me to learn how to use a new program..————————————————————————————————————————
Passage 4 of 4 Section 0, Para 86, 114 chars.
198
86: It’s not as meaningful until you use it a more serious situation. Then you feel as though you learned something.87: ————————————————————————————————————————
Node 18 of 36 Time on Task~FocusPassage 1 of 2 Section 0, Para 14, 172 chars.
14: They might also have furrowed brows as if concentrating, indicating a mild frustration or confounding, but not crossing the level to where they want to quit or are angered.————————————————————————————————————————
Passage 2 of 2 Section 0, Para 32, 218 chars.
32: This example can be inconsistent and still remain correct. For instance, a learner may be involved in learning/training of such a nature that the learning becomes play but still remains instructive (i.e. simulations).33: ————————————————————————————————————————
Node 19 of 36 BalancePassage 1 of 5 Section 0, Para 39, 123 chars.
39: It allows you to clear your mind before facing tough concepts to learn. It allows for practice or application of concepts.————————————————————————————————————————
Passage 2 of 5 Section 0, Paras 106 to 108, 712 chars.
106: I also believe you must balance the play so that the play itself is not so engaging that the message is lost. An example of this might be if you were playing musical chairs with 5-year olds. The goal is to get a seat, but let’s say you’ve got the kids so wound up and excited perhaps the music is over-stimulating them, that they are dancing around and acting so wild that when the music stops they are oblivious to that fact and the fact that they are supposed to sit.107: 108: The same applies with adults. My goal in using humor is to make the person have a good chuckle or a smile. I do NOT want them to hysterically laugh or get side stitches. At that point, whatever is supposed to be taught is lost on them.————————————————————————————————————————
Passage 3 of 5 Section 0, Para 110, 320 chars.
110: Play can be a part of training by making it more interactive the actual getting to be “part of” something makes it more fun. Also, funny things or elements of surprise also could add play to training. But you still have to make sure to get the point of the training across the student must actually learn something. ————————————————————————————————————————
Passage 4 of 5 Section 0, Para 137, 63 chars.
137: It makes for good breaks or transitions between major concepts.————————————————————————————————————————
Passage 5 of 5 Section 0, Para 139, 611 chars.
199
139: Play can be utilized to enhance the level of knowledge taken away from a training event by adding a level of immediacy to the training (i.e. using the skills being developed in real time rather than at a later time) and by taking the pressure of standard educational training away and introducing a more relaxed learning environment. I feel that this more relaxed learning environment is more conducive to better, more comprehensive learning of the desired skill. The caveat is, as always, is that the training MUST be skillfully developed to ride the fine line between "training play" and "mindless play". 140: ————————————————————————————————————————
Node 20 of 36 Fidelity~SimulationPassage 1 of 4 Section 0, Para 40, 565 chars.
40: I think "play" is an integral part of training, particularly for young or low motivational learners. I am a big advocate of learning by simulation of events/tasks. A flight simulator, for instance, can give a learner many of the same scenarios that they would face in a real world event and still carry the feel of play. The learner is being conditioned to react to real world events, in other words being trained, while having fun. It should be noted that the training and the play can be incidental, contingent, or non-existent dependent upon the design of the ma————————————————————————————————————————
Passage 2 of 4 Section 0, Para 45, 263 chars.
45: I can’t recall a specific instance, but I can say that I learn well when I can DO the activity, rather than just hear about it. I have a difficult time retaining for the long term a list of steps unless they are reinforced by the actual activity or a simulation.————————————————————————————————————————
Passage 3 of 4 Section 0, Para 114, 341 chars.
114: Immersion of the student in a simulation that is both entertaining, interactive, and instructive is a difficult development process. The "play" must include learner control of events to be effective. Everything from screen design and navigation strategy to types of multimedia utilized can influence the level effectiveness of the training. ————————————————————————————————————————
Passage 4 of 4 Section 0, Para 126, 271 chars.
126: Training doesn't necessarily need groups of learners interacting across a network to be effective. The same simulators that use network activity can be designed to utilize computer-generated interaction, which duplicate outsider interaction or environmental conditions. 127: ————————————————————————————————————————
Node 21 of 36 Sense of humor~FunPassage 1 of 8 Section 0, Para 8, 150 chars.
200
8: Play is fun interaction with another person, animal, or object. It intrigues/stimulates the mind/body in a way that provokes the person to continue. ————————————————————————————————————————
Passage 2 of 8 Section 0, Para 38, 331 chars.
38: Play can make learning more fun. If play can make learning so fun, so engrossing that the student loses him of herself in the learning, I think the student would be much more likely to retain the information. It would probably make that person want to continue to learn more, also something to look forward to rather than dread. ————————————————————————————————————————
Passage 3 of 8 Section 0, Para 85, 249 chars.
85: It makes it more fun. It also seems to take some of the pressure off, as if the learning can proceed in a more light-hearted fashion. I think you would learn things more easily in a more casual setting --- lees pressure to interfere with learning.————————————————————————————————————————
Passage 4 of 8 Section 0, Paras 96 to 97, 274 chars.
96: It makes it more fun. It’s challenging to try to think of things that will make a topic more fun for students. It’s probably more fun to try to come up with fun ideas than the final lesson. It makes work more interesting, too. 97: You become more excited about the content.98: ————————————————————————————————————————
Passage 5 of 8 Section 0, Para 99, 168 chars.
99: I'm not sure what you mean. I guess it makes me feel like the chance of this being successful training will be enhanced if the learner is immersed in a fun activity. 100: ————————————————————————————————————————
Passage 6 of 8 Section 0, Para 104, 116 chars.
104: I think you must have a good sense of humor and a willingness to put yourself on the line because many will scoff. ————————————————————————————————————————
Passage 7 of 8 Section 0, Para 110, 320 chars.
110: Play can be a part of training by making it more interactive the actual getting to be “part of” something makes it more fun. Also, funny things or elements of surprise also could add play to training. But you still have to make sure to get the point of the training across the student must actually learn something. ————————————————————————————————————————
Passage 8 of 8 Section 0, Paras 123 to 124, 198 chars.
123: Make training more interactivemake them “join in” the lesson. Add humor and fun.124: Puzzles, drag and drop, coloring, rearrange in funny ways. Kid-like activities simulate play without losing focus.125:
201
————————————————————————————————————————
Node 22 of 36 Lack of Anger~StressPassage 1 of 5 Section 0, Para 10, 106 chars.
10: You should feel no pressure to be doing something else. It should be stress free or reduce stress, even.————————————————————————————————————————
Passage 2 of 5 Section 0, Para 10, 35 chars.
10: Play is freedom from adult worries.————————————————————————————————————————
Passage 3 of 5 Section 0, Para 14, 172 chars.
14: They might also have furrowed brows as if concentrating, indicating a mild frustration or confounding, but not crossing the level to where they want to quit or are angered.————————————————————————————————————————
Passage 4 of 5 Section 0, Para 29, 271 chars.
29: You need to be relatively free from distractions and interruptions. You shouldn’t be too pressed for time. You need to be in the mood for play --- if you are crabby, that fun, happy kid-like feeling is not likely to occur. You need to be open to childlike silliness. ————————————————————————————————————————
Passage 5 of 5 Section 0, Para 85, 249 chars.
85: It makes it more fun. It also seems to take some of the pressure off, as if the learning can proceed in a more light-hearted fashion. I think you would learn things more easily in a more casual setting --- lees pressure to interfere with learning.————————————————————————————————————————
Node 23 of 36 Play toolsPassage 1 of 3 Section 0, Para 10, 105 chars.
10: It can be anything active play, or passive, such as reading,, painting, or watching a really good movie.————————————————————————————————————————
Passage 2 of 3 Section 0, Para 29, 86 chars.
29: The things you are going to use for play, whether a game, book, movie, players, etc. ————————————————————————————————————————
Passage 3 of 3 Section 0, Para 112, 178 chars.
112: Role play is great for synthesis of information and ideas. Games are better for skills practice. Even in play situations, evaluation (tests or situations) must be administered.————————————————————————————————————————
No other nodes in this setcode this document.
202
Appendix J
Code Glossary
1.0 InternalConcerns indicators of play that affect the player internally, in the areas of emotion, attention, or motivation.
1.1 Self-generated – indicates that the play activity is initiated by the player.1.2 Intrinsic motivation – indicates that the player is motivated by internal desires1.3 Stimulating – indicates that the play activity stimulates other emotions1.4 Focused attention – indicates that the play activity promotes sustained concentration
2.0 Positive AffectConcerns indicators of play that stimulate positive emotion or feelings, such as happiness, pleasure, fun, humor, enjoyment, or silliness.
2.1 Pleasurable – indicates that the play activity promotes a sense of pleasure2.2 Sense of humor/fun – indicates that the play activity promotes humorous feelings, leading to a
description of fun2.3 Joy/Enjoyment – indicates that the play activity promotes joy and an overall sense of enjoyment in the
player2.4 Exuberance – indicates that the play activity promotes joyous unrestrained response in the player.2.5 Silliness – indicates that the play activity promotes feelings of happiness and uninhibited laughter or
humor.2.6 Entertainment – indicates that the play activity is responsible for diverting or engaging the player from
reality.2.7 Edu-tainment – indicates that the play activity promotes learning while at the same time humorously
or positively engaging the player.
3.0 Lack of Negative AffectConcerns indicators of play that prohibit or inhibit negative emotions or feelings, such as anger, stress, or boredom.
3.1 Relaxed – indicates that the play activity promotes feelings of rest or the lack of stress.3.2 Lack of boredom – indicates that the play activity engages the student and prohibits boredom.3.3 Lack of anger/stress – indicates that the play activity prohibits or inhibits angry or stressful feelings.
4.0 Learner Control/Goal-OrientedConcerns indicators of play that orient the learner toward knowledge acquisition or exploration, allowing the learner to maintain control throughout the process.
4.1 Empowerment – indicates that the play activity promotes a new sense of control or management in the player.
4.2 Negotiation – indicates that the play activity involves interchanges between players, such as bartering.4.3 Creative risk-taking – indicates that the play activity promotes risk taking beyond what the player has
done before.4.4 Competitive – indicates that the play activity is composed of striving for an objective, often against
another player4.5 Helps knowledge acquisition – indicates that the play activity makes acquiring new knowledge more
palatable to the player
203
5.0 Process Oriented/ActiveConcerns indicators of play that promote attention or dedication to process or routines, such as time passing without n otice, spontaneity, or constructive illusion.
5.1 Non-literal/what ifs – indicates that the play activity is composed of fantasy or imagined components.5.2 Exploratory – indicates that the play activity promotes investigation and exploration.5.3 Spontaneous – indicates that the play activity occurs without planning.5.4 Timelessness/flow – indicates that the play activity causes the player to become completely engaged
in the activity, losing track of outside events, especially the passage of time5.5 Non-work – indicates the play activity is perceived by the player as being opposite from work5.6 Constructive illusion/individual – indicates the play activity promotes fantasy or daydreams in the
individual player5.7 Constructive illusion/group – indicates the play activity promotes group-oriented pretend scenarios5.8 Location-dependent – indicates the play activity is dependent upon geographic location5.9 Socially-dependent – indicates the play activity is dependent upon the group of players involved in the
activity5.10Performance – indicates the play activity promotes achievement of a goal or objective5.11Balance – indicates that the player desires the play activity to be balanced with reality, especially in a
learning situation5.12Time on task/focus – indicates that the play activity promotes an adherence to detail or attention to the
task at hand
6.0 Play Tools Concerns indicators of play that describe the implements or objects used to initiate, stimulate, or carry out play activities.
6.1 Play instruments – indicates actual tools involved in or necessary for the stimulation of play, such as toys
6.2 Fidelity/simulation – indicates that the play activity simulates or reflects real-life scenarios 6.3 Expense – indicates that play is judged by how much the play tools cost6.4 Imitation – indicates that the play activity consists of mocking or copying another’s actions
204
Appendix K
VITA
Susan Codone was born in Birmingham, Alabama, on September 18, 1967. She
graduated from the University of Montevallo, Montevallo, Alabama, cum laude with a
B.S. in Social Science and Secondary Education in 1989. At Montevallo, Susan attended
all four years on the Valedictorian scholarship. In 1992, Susan graduated from the
University of West Florida with an M.B.A, and was awarded a renewable graduate
fellowship in her first semester. Susan is married to George Codone of Pensacola,
Florida. Together, they have two children: Erin, age 5, and Brynn, age 19 months.
Susan is expecting her third child in October of 2000.