The evaluation of traditional games in the university classroom

Abstract

Introduction: Playing Games is a fundamental right of childhood and an essential pedagogical resource that enriches the teaching and learning process. In early education, play provides a meaningful context where students explore and negotiate, allowing them to have unique and memorable experiences. However, in higher levels of education, its educational value is often underestimated, relegating it as a formative tool without considering its neuroeducational contributions, such as activating reward circuits in the brain, improving attention and curiosity, which contributes to the development of executive functions like self-control and memory. Methodology: This mixed-method research, based on a Likert-type survey and a focus group, seeks to answer the question: What evaluations do university students give to play as a didactic strategy in their classes? Results: The findings suggest that play can enrich higher education by promoting a pleasurable and effective learning experience, fostering a positive classroom environment, enhancing skills, dispositions, and learning. Therefore, it is crucial to reconsider and reintegrate play, diversifying educational options to maximize its positive impact on students' academic and personal development.