UNLOCKING STUDENT CREATIVITY WITH LEGO® SERIOUS PLAY: A CASE STUDY FROM THE GRADUATE MARKETING CLASSROOM

References

• Anderson, L. (2006). Building confidence in creativity: MBA students. Marketing Education Review, 16(1), 91–96. doi:10.1080/10528008.2006.11488945
   Google Scholar
• Bulmer, L. (2009, July 27-29). The use of LEGO® serious play in the engineering design classroom. Proceedings of the Canadian Engineering Education Association (CEEA). McMaster University, Hamilton, Ontario
   Google Scholar
• Carroll, M. (2011). Fun and games in higher education. Eastern Education Journal, 40(1), 23–32
   Google Scholar
• Dahl, A, Peltier, J, & Schibrowsky, J. (2018). Critical thinking and reflective learning in the marketing education literature: A historical perspective and future research needs. Journal of Marketing Education, 40(2), 101–116. doi:10.1177/0273475317752452
   Web of Science ®Google Scholar
• Dann, S. (2018). Facilitating co-creation experience in the classroom with Lego serious play. Australasian Marketing Journal, 26(2), 121–131. doi:10.1016/j.ausmj.2018.05.013
   Web of Science ®Google Scholar
• Eberle, S. (2014). The elements of play: Toward a philosophy and a definition of play. American Journal of Play, 6(2), 214–233
   Google Scholar
• Edmunds, K. (2021). Ludic pedagogy: Schooling our students in fun. Retrieved October 13 2022, from: https://www.facultyfocus.com/articles/philosophy-of-teaching/ludic-pedagogy-schooling-our-students-in-fun/
   Google Scholar
• Farné, R. (2005). Pedagogy of play. Topoi, 24(2), 169–181. doi:10.1007/s11245-005-5053-5
   Web of Science ®Google Scholar
• Ferreira, C, Robertson, J, & Pitt, L. (2022). Business (un)usual: Critical skills for the next normal. Thunderbird International Business Review, 65(1), 39–47. doi:10.1002/tie.22276
   Web of Science ®Google Scholar
• Ferreira, C, Robertson, J, Reyneke, M, & Pitt, L. (2022). Inside-out: Using the marketing classroom to mirror diversity and inclusion of the marketplace. Marketing Education Review, 33(1), 7–21. doi:10.1080/10528008.2022.2139624
   Google Scholar
• Geiger, S, & Prothero, A. (2007). Rhetoric versus reality: Exploring consumer empowerment in a maternity setting. Consumption Markets & Culture, 10(4), 375–400. doi:10.1080/10253860701566218
   Google Scholar
• Hedges, H. (2000). Teaching in early childhood: Time to merge constructivist views so learning through play equals teaching through play. Australasian Journal of Early Childhood, 25(4), 16–21. doi:10.1177/183693910002500404
   Google Scholar
• Hinthorne, L, & Schneider, K. (2012). Playing with purpose: Using serious play to enhance participatory development communication. International Journal of Communication, 6, 2801–2824
   Web of Science ®Google Scholar
• James, A. (2013). Lego serious play: A three-dimensional approach to learning development. Journal of Learning Development in Higher Education ISSN, 667(6). doi:10.47408/jldhe.v0i6.208
   Google Scholar
• James, A. (2015). Learning in three dimensions: Using Lego serious play for creative and critical reflection across time and space. In P. Layne & P. Lake (Eds.), Global innovation of teaching and learning in higher education (pp. 275–294). US: Springer Cham.
   Google Scholar
• James, A, & Nerantzi, C. (2018). Guest editors: A potpourri of innovative applications of LEGO® in learning, teaching and development. International Journal of Management and Applied Research, 5(4), 153–156. doi:10.18646/2056.54.18-011
   Google Scholar
• James, A, & Nerantzi, C. (2019). The power of play in higher education: Creativity in tertiary learning. US: Palgrave Macmillan.
   Google Scholar
• Kristiansen, P, & Rasmussen, R. (2014). Building a better business using the Lego serious play method. Hoboken, New Jersey: John Wiley & Sons.
   Google Scholar
• Kurkovsky, S. (2015). Teaching software engineering with LEGO serious play. In V. Dagiené (Eds.), Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education. New York: Association for Computing Machinery.
   Google Scholar
• Lauricella, S, & Edmunds, K. (2022). Ludic pedagogy: Taking a serious look at fun in the COVID-19 classroom and beyond. Educational Considerations, 48(1), 1–15. doi:10.4148/0146-9282.2324
   Google Scholar
• Leather, M, Harper, N, & Obee, P. (2021). A pedagogy of play: Reasons to be playful in postsecondary education. Journal of Experiential Education, 44(3), 208–226. doi:10.1177/1053825920959684
   Web of Science ®Google Scholar
• LEGO. (2023). Starter kit. Retrieved November 12, 2023, from https://www.lego.com/en-gb/product/starter-kit-2000414
   Google Scholar
• Mardell, B, Wilson, D, Ryan, J, Ertel, K, Krechevsky, M, & Baker, M. (2016). Towards a pedagogy of play. US: Harvard Graduate School of Education
   Google Scholar
• Neck, H, Grossman, E, Winkel, D, & Stamp, J. (2022). The elusive role of play in entrepreneurship education. In G. Larios-Hernandez, A. Walmsley, & I. Lopez-Castro (Eds.), Theorising undergraduate entrepreneurship education (pp. 69–96). US: Palgrave Macmillan Cham.
   Google Scholar
• Nerantzi, C, & James, A. (2019). LEGO® for university learning: Inspiring academic practice in higher education. Zenodo: Open Access. https://doi.org/10.5281/zenodo.2813448
   Google Scholar
• Nerantzi, C, & McCusker, S. (2014). A taster of the LEGO® serious play® method for higher education, OER14 Building Communities of Open Practice Conference Proceedings, 28–29 April 2014, Centre for Life, Newcastle
   Google Scholar
• Nørgård, R. T, & Moseley, A. (2021). The playful academic: An editorial. The Journal of Play in Adulthood, 3(1), 1–8. 10.5920/jpa.954
   Google Scholar
• Nørgård, R, Toft-Nielsen, C, & Whitton, N. (2017). Playful learning in higher education: Developing a signature pedagogy. International Journal of Play, 6(3), 272–282. doi:10.1080/21594937.2017.1382997
   Google Scholar
• Papert, S, & Harel, I. (1991). Situating constructionism. Constructionism, 36(2), 1–11
   Google Scholar
• Peabody, M, & Noyes, S. (2017). Reflective boot camp: Adapting LEGO® SERIOUS PLAY® in higher education. Reflective Practice, 18(2), 232–243. doi:10.1080/14623943.2016.1268117
   Web of Science ®Google Scholar
• Rieber, L, & Matzko, M. (2001). Serious design for serious play in physics. Educational Technology, 41(1), 14–24
   Google Scholar
• Riedel, J, & Azadegan, A. (2014, October). A framework for serious games use in companies. In de Carvalho, C, & Escudeiro, P European Conference on Games Based Learning United Kingdom: Academic Conferences and Publishing International Limited
   Google Scholar
• Riedel, J, Feng, Y, Hauge, J, Hansen, P, & Tasuya, S. (2015, June). The adoption and application of serious games in corporate training— the case of manufacturing. In IEEE International Conference on Engineering, Technology and Innovation/International Technology Management Conference. Belfast: IEEE.
   Google Scholar
• Schulz, K, & Geithner, S. (2013). Creative tools for collective creativity: The serious play method using Lego bricks. In A. Sannino & V. Ellis (Eds.), Learning and Collective Creativity (pp. 179–197). US: Routledge.
   Google Scholar
• Schulz, K, Geithner, S, & Kawamura, T. (2015). Applying tool-kit-based modeling and serious play: A Japanese case study on developing a future vision of a regional health care system. In S. Gurtner & K. Soyez (Eds.), Challenges and opportunities in health care management (pp. 291–305). US: Springer Cham.
   Google Scholar
• Singer, E. (2013). Play and playfulness, basic features of early childhood education. European Early Childhood Education Research Journal, 21(2), 172–184. doi:10.1080/1350293X.2013.789198
   Web of Science ®Google Scholar
• Sutton-Smith, B. (2021). The ambiguity of play. In Sutton-Smith, B (Ed.), The ambiguity of play. US: Harvard University Press.
   Google Scholar
• Tuominen, P, & Ascenção, M. (2016). The hotel of tomorrow: A service design approach. Journal of Vacation Marketing, 22(3), 279–292. doi:10.1177/1356766716637102
   Web of Science ®Google Scholar
• Van Esch, P, von der Heidt, T, Frethey-Bentham, C, & Northey, G. (2020). The effect of marketing simulations on student engagement and academic outcomes. Marketing Education Review, 30(1), 43–56. doi:10.1080/10528008.2020.1713003
   Google Scholar
• Weisberg, D. S, Hirsh-Pasek, K, & Golinkoff, R. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7(2), 104–112. doi:10.1111/mbe.12015
   Web of Science ®Google Scholar
• Whitton, N. (2018). Playful learning: Tools, techniques and tactics. Research in Learning Technology, 26, 1–12. 10.25304/rlt.v26.2035
   Google Scholar
• Whitton, N, & Moseley, A. (Eds.). (2019). Playful learning: Events and activities to engage adults. New York: Routledge.
   Google Scholar
• Wood, E (2009). Developing a pedagogy of play. Early childhood education. In A. Anning, J. Cullen, & M. Fleer (Eds.), Society and Culture, 27–38. SAGE Publishing.
   Google Scholar
• Zainuddin, Z, Rasyidin, R, Zanzibar, Z, Aruni, F, & Nurmasyahyati, N. (2023). Andragogical principles in a gamification concept: How does it work for adult learners in an online class? Journal of Applied Research in Higher Education, (ahead-of-print). 15 5 1632–1648 10.1108/JARHE-04-2022-0127
   Web of Science ®Google Scholar