Learning to play, playing to learn: A case study of a ludic learning space

Abstract

Purpose The purpose of this paper is to propose an experiential learning framework for understanding how play can potentially create a unique ludic learning space conducive to deep learning. Design/methodology/approach The framework is developed by integrating two perspectives. First, from multidisciplinary theories of play to uncover the underlying play principles that contribute to the emergence of the ludic learning space are drawn. Then the formation of a ludic learning space through a case study of a pick‐up softball league where for 15 years, a group of individuals diverse in age group, gender, level of education, and ethnic background have come together to play are examined. Findings The case study suggests that play in a ludic learning space can promote deep learning in the intellectual, physical, spiritual, and moral realms. Originality/value This paper uses the play literature to inform the experiential learning concept of the learning space.