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Udgivelser i Playful Learnings forskningsprojekt

Her kan du gå på opdagelse i videnskabelige artikler, formidlende artikler og ph.d.-projekter fra Playful Learnings forskningsprojekt.

Listen er senest opdateret den 4. juli 2024.

Videnskabelige artikler 

Boysen, M. S. W., Knage, M., Egelund, K. S., Lund, O., & Skovbjerg, H. M. (2022). Treehouses and superheroes: A design-based study of psychological ownership in collaborative creativity through exchanges of presents. Thinking Skills and Creativity, 46, Article 101198. [101198]. https://doi.org/10.1016/j.tsc.2022.101198  

Boysen, M. S. W., Lund, O., Pugh, H. S., Egelund, K. S., Andersen, K. B., Lagoni, M., Zeuthen, F., Hansen, B. D., & Skovbjerg, H. M. (2024). On the border between play and art: A collaborative self-study of 76 playful didactic designs in higher education. Arts and Humanities in Higher Education0(0). https://doi.org/10.1177/14740222241260952 

Boysen, M. S. W., Lund, O., Jørnø, R. L., & Skovbjerg, H. M. (2023). The role of expertise in playful learning activities: a design-based self-study within teacher education aimed at the development of tabletop role-playing games. Teaching and Teacher Education: An International Journal of Research and Studies, 128, 1-12. Artikel 104128. https://doi.org/10.1016/j.tate.2023.104128  

Boysen, M. S. W., Sørensen, M. C., Jensen, H., von Seelen, J., & Skovbjerg, H. M. (2022). Playful learning designs in teacher education and early childhood teacher education: A scoping review: A scoping review. Teaching and Teacher Education: An International Journal of Research and Studies, 120, [103884]. https://doi.org/10.1016/j.tate.2022.103884  

Bundsgaard, J., Sortkær, B., Have, M. (2023). Om at indfange et komplekst fænomen kvantitativt: – med Playful Learning. CEPRA-Striben, (33), 42–55. https://doi.org/10.17896/UCN.cepra.n33.54  

Duedahl, T. (2022). Læreruddannelsesdidaktisk praksis i Playlabs – en vekslen mellem transformation og reproduktion. Kognition & Pædagogik (126). 

Grocott, L., Holman Jones, S., Sand, A.-L., Skovbjerg, H. M., & Sumartojo, S. (2023). Wandering Feasts: Relational Orientations in Academic Writing. Qualitative Studies, 8(1), 282–313. https://doi.org/10.7146/qs.v8i1.136813  

Gudiksen, S. K., Feder, K., Schytz, P., Skovbjerg, H. M., Quiñones, K. Z. P., Christiansen, L. G., & Poulsen, M. (2020). Play design thinking: As impulse for imagination, curiosity and synergy in complex societal challenges. Design Research Society. 

Gudiksen, S. K., & Skovbjerg, H. M. (2020). The future of play design. I Framing play design: A Hands-on Guide for Designers, Learners and Innovators (s. 183-192). BIS-Verlag. 

Hanghøj, T., Händel, V. D., Duedahl, T. V., & Gundersen, P. B. (2022). Exploring the messiness of design principles in design-based research. Nordic Journal of Digital Literacy, 17(4), 222–233. https://doi.org/10.18261/njdl.17.4.3 

Hansen, S. H. (2023). Leg og øvelse anskuet gennem jonglering. Paradoks: Tidsskrift for Filosofi og Teori. https://paradoks.nu/2023/03/29/leg-og-oevelse-anskuet-gennemjonglering/ 

Hattabi S, Bouden A, Have, M., Chtourou H, Sortwell A. A Randomized Trial of a Swimming-Based Alternative Treatment for Children with Attention Deficit Hyperactivity Disorder. Int J Environ Res Public Health. 2022 Dec 4;19(23):16238. doi: 10.3390/ijerph192316238. PMID: 36498313; PMCID: PMC9739874. 

Holflod, K. (2022). Voices of Playful Learning, The Journal of Play in Adulthood 4(1), 72-91. doi: https://doi.org/10.5920/jpa.1007    

Holflod, K. (2022). Co-creating playful learning designs for interprofessional higher education: Dialogic perspectives on design-based research, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June – 3 July, Bilbao, Spain. https://doi.org/10.21606/drs.2022.282 

Holflod, K., & Berg, M. S. (2022). Materialitet, kropslighed og kommunikation i legeeksperimenter på tværs af uddannelser. Dansk Universitetspædagogisk Tidsskrift, 17(33). https://doi.org/10.7146/dut.v17i33.131907   

Holflod, K. (2022). Playful learning and boundary-crossing collaboration in higher education: a narrative and synthesising review, Journal of Further and Higher Education, https://www.tandfonline.com/doi/full/10.1080/0309877X.2022.2142101  

Holflod, K. (2023). Objects-To-Relate-With: Exploring Playful Learning Experiences of Students in Interprofessional Higher Education Co-Creating and Playing with Objects. Journal of Play in Adulthood, 5(1). https://doi.org/10.5920/jpa.1259  

Holflod, K. (2023). Legende tværprofessionel uddannelse: Samarbejde, forskellighed og relationer i videregående uddannelser. Tidsskrift for Uddannelsesvidenskab, 2 (2023). https://doi.org/10.7146/djes.v2i.136748 

Holflod, K. (2023). Legeeksperimenter, refleksionsværksteder og fårehyrder: Perspektiver på evalueringsmetoder i designbaseret forskning om udvikling af legende undervisning. CEPRA-striben. Tidsskrift for evaluering i praksis, 56. https://doi.org/10.17896/UCN.cepra.n33.541  

Holflod, K. (2024). Perspektiver på legedeltagelse og legepraksis i grønlandske børnehaver: Mellem risikofyldte, grænseudforskende og farlige lege. BUKS – Tidsskrift for Børne- og Ungdomskultur. https://doi.org/10.7146/buks.v40i68.143525  

Holflod, K., & Pedersen, L. D. (2024). Forord: Nye stemmer og perspektiver på legens alsidighed. BUKS – Tidsskrift for Børne- og Ungdomskultur. https://doi.org/10.7146/buks.v40i68.143611  

Händel, V. D., & Buhl, M. (2021). Playful online learning environments promote student teachers’ renegotiation of learner roles. In C. Busch, M. Steinicke, R. Frieß, & T. Wendler (Eds.), Proceedings of the 20th European conference on e-learning (ECEL 2021) (pp. 567-573). Academic Conferences and Publishing International. 

Händel, V. D., & Jensen, E. O. (2022). Introducing the play activity wheel: Designing social, physical and playful learning activities from digital game universes. In D. Lockton, S. Lenzi, P. Hekkert, A. Oak, J. Sádaba, & P. Lloyd (Eds.). DRS2022: Bilbao, 25 June – 3 July (pp. 1–17). Design Research Society. https://doi.org/10.21606/drs.2022.294  

Händel, V. D. (2023). Student teacher’s prerequisite to be embodied playful presence in lessons with playful approaches to learning. Journal of Play in Adulthood, 5(1), 82–106. https://doi.org/10.5920/jpa.1297 

Händel, V. D., Schrøder, V., Birkefoss, K., & Händel, M. N. (2023). Interplay between playful learning, digital materials and physical activity in higher education: A systematic review of qualitative studies using meta-aggregation and GRADE-CERQual. International Journal of Educational Research Open, 5, 100284, 1–12. https://doi.org/10.1016/j.ijedro.2023.100284  

Jensen, J.B. (2023). Det evalueringsmagiske eksperiment. CEPRA-Striben, 33, 30-41. https://doi.org/10.17896/UCN.cepra.n33.538  

Jensen, J. B., Pedersen, O., Lund, O., & Skovbjerg, H. M. (2022). Playful approaches to learning as a realm for the humanities in the culture of higher education: A hermeneutical literature review. Arts and Humanities in Higher Education, 21(2), 198-219.   

Jørgensen, H. H., Schrøder, V., & Skovbjerg, H. M. (2022). Playful Learning, Space and Materiality: An Integrative Literature Review. Scandinavian Journal of Educational Research, 1-14. https://doi.org/10.1080/00313831.2021.2021443   

Lasthein Lehrmann, A., Skovbjerg, H. M., & Jessen Arnfred, S. (2022). Design-based research as research methodology in pre-service teacher education – a scoping review. Educational Design Research.Volume 6 | Issue 3 | 2022 | Article 54.  

Lausen, L. A., Oreskov, S. W., & Skovbjerg, H. M. (2022). Evaluering af videnspraksisser i undervisningsrummet. CEPRA-striben, 31, 26-37. (Lotte Agnes Lausen, Sisse Winther Oreskov & Helle Marie Skovbjerg) 

Lisborg, S., Händel, V. D., Schrøder, V., & Rehder, M. M. (2021). Digital competences i Nordic teacher education: An expanding agenda. Nordic Journal of Comparative and International Education (NJCIE), 5(4), 53–69. https://doi.org/10.7577/njcie.4295 

Lund, O., Pedersen, L. D., Boysen, M. S. W., & Skovbjerg, H. M. (2023). At skabe meningsfuld legende undervisning: en bevægelsesfilosofisk undersøgelse af legende tilgange til undervisning på pædagoguddannelsen. Nordic Studies in Education, 43(3), 197-213. Artikel 1. https://doi.org/10.23865/nse.v43.3935 

Oreskov, S. W. og Sønnichsen, L. H. (2023) Underviserens arbejde med at skabe deltagelse i undervisning med legekvalitet”, Pædagogik og diagnoser, FPPU nr. 1 (2023): 62–69, https://doi.org/DOI: 10.7146/fppu.v7i1.136711. 

Pedersen, L. D. (2022). Bløde forandringstrin som indgangsdør til meningsfuld bevægelsesleg. Kirken Underviser, 2022(1), 16-17. [5]. https://readymag.com/u93070907/3339665/12/ 

Pedersen, L. D., & Lund, O. (2024). ”Det skal ikke se rigtigt ud”: Et koreografisk designeksperiment om den flertydige legende krop. BUKS – Tidsskrift for Børne- og Ungdomskultur, 40(68), 53-74. Artikel 3. https://doi.org/10.7146/buks.v40i68.143604 

Pedersen, L. D. (2023b). Playful Choreographies and Choreographies of Play: New Research in Dance and Play Studies. American Journal of Play, 15(1), 60-81. https://www.museumofplay.org/app/uploads/2023/05/AJP-15-1-Article-3-Choreographies.pdf     

Schrøder, V., Jørgensen, H. H. & Skovbjerg, H. M. (2022) Socio-materielle sammenfiltringer med legekvaliteter i playlab. Læring og Medier.   

Siersbaek G. M., Have, M., Wedderkopp, N. The Effect of Leisure Time Sport on Executive Functions in Danish 1st Grade Children. Children (Basel). 2022 Sep 23;9(10):1458. https://www.mdpi.com/2227-9067/9/10/1458  

Skovbjerg, H.M., Jørgensen, H.H., Perez Quinones, K.Z., and Bekker, T. (2022) Developing play tarot cards to support playful learning in teacher education, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June – 3 July, Bilbao, Spain. https://doi.org/10.21606/drs.2022.187  

Skovbjerg, H. M., Bekker, T., d´Anjou, B., Quiñones, K. Z. P., & Johry, A. (2021). Examining Theory use in Design Research on Fantasy Play. International Journal of Child Computer Interaction. https://doi.org/10.1016/j.ijcci.2021.100400  

Skovbjerg, H. M. (2021). Leger du med dine fag? Matematik, 3(49), 4-8. [1]. 

Skovbjerg, H. M., & Jensen, J. B. (2024). Could a Playful Approach to Teaching be a Path to Resonant Connections? Experiences from Teacher Education in Denmark. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1237116 

Skriver, J. A. (2024) Crafting Inclusive Playful Learning Environments: Exploring Affective Strategies and Atmospheres. BUKS-Tidsskrift for Børne-& Ungdomskultur, 40(68), 21-21. 

Skriver, J. A., & Jensen, J. B. (2023). Mechanisms of inclusion and exclusion: Illuminating the dynamics of affect in practices of artful teaching and learning in social education in Denmark. Arts and Humanities in Higher Education, 14740222231200409. 

Skriver, J. A. (2023). Hauntology and Affective Encounters with Whiteness in Artful Educational Practices in Denmark. APRIA Journal, 6(6), 36-49. 

Sønnichsen, L. H., von Seelen, J. & Høilund, C. B. (2022) Playful and physical active storytelling in day care settings, 18 aug. 2022, I: BUKS – Tidsskrift for Børne- og Ungdomskultur. 38, 66, s. 73-87 15 s 

Sønnichsen, L. H., Engmann, B., Gjesing, G. & Bundy, A. C. (2024) Observationer af børn i leg – Test of Environmental Supportiveness (ToES) og Test of Playfulness (ToP) i: Paediatri – undersøgelsesredskaber for ergoterapeuter og fysioterapeuter, Gads Forlag 

Togsverd, L. & Pedersen, O. (2024) We prefer students to be creative and developing things themselves—narratives of student engagement when learning becomes playful, Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2024.2317736 

 

Populærformidlingsartikler 

Boysen, M. S. W. & Lund, O. (2024). Skal man øve sig for at kunne lege? Booklet 4. Playful Learning Forskning. http://playful-learning.dk/wp-content/uploads/2024/06/Skal-man-oeve-sig-for-at-kunne-lege_BoysenLund2024_Booklet_PL-3.pdf  

Holflod, K. (2024/In press). Om at mødes i et legende mellemrum: Når pædagoguddannelsen og læreruddannelsen lærer at lege sammen. BookWærk 

Holflod, K. (2024). Ph.d.-præsentationer – Legende tværprofessionelle uddannelser: Designbaserede undersøgelser af sprog og samarbejde om legende tilgange til læring. Tidsskrift for professionsstudier. https://tidsskrift.dk/tipro/article/view/145076

Händel, V. D., Kristensen, A. Z., Hedegaard, J., & Berg, M. (2023). PlayLab seen through the eyes of educators: Experience-based stories and experiences with an established play and learning laboratory at University College Copenhagen. Booklet 3. Playful Learning Research. http://playful-learning.dk/wp-content/uploads/2024/06/PlayLab-seen-through-the-eyes-of-educators_Handel-et-al-2023.pdf 

Jørgensen, H. H. & Jensen, J. B. (2023). Legende tilgange kan skabe flere deltagelsesmuligheder i dagtilbud og skole. I PlayBook 4 (s. 29-33). Tilgået på: http://playful-learning.dk/wp-content/uploads/2023/01/Playbook_4_DK_Online.pdf 

Schrøder, V. & Jørgesen, H. H.(2022). Rum og materialitet – et uudforsket felt på pædagog- og læreruddannelsen. Booklet 2. Playful Learning Forskning. http://playful-learning.dk/wp-content/uploads/2024/05/DA-19.dec_Booklet_RumMat_FINAL.pdf 

Skovbjerg, H. M. (2021). Perspektiver på læring i “didaktiske designs med legekvaliteter”. I Playbook 2 (s. 78-88). Tilgået på: http://playful-learning.dk/wp-content/uploads/2021/01/playbook-2-dk.pdf 

Skovbjerg, H. M., Jørgensen, H. H. & Ahrenkiel, L. (2022). Play Tarot Cards– en metode til at udforske legekvaliteter i undervisning med legende tilgange. Booklet 1. Playful Learning Research. Tilgået på: http://playful-learning.dk/wp-content/uploads/2024/05/Booklet_PlayTarotCards_PL_DK-1.pdf

 

Ph.d.-afhandlinger  

Holflod, K. (2023). Legende tværprofessionelle uddannelser: Designbaserede undersøgelser af sprog og samarbejde om legende tilgange til læring. Aarhus Universitet. https://doi.org/10.7146/aul.492  

Lausen, L. A. (2023). Playing With Ways of Knowing: Play, Atmosphere and Experience in Danish Teacher Education. Designskolen Kolding. https://adk.elsevierpure.com/en/publications/54c932d4-6778-4aaf-911a-09db3d14514d

Oreskov, S. W. (2024). Kunsten at sætte sig kropsligt i den andens sted: kinæstetisk empati i pædagogisk kontekst. Designskolen Kolding.  https://www.ucviden.dk/da/publications/kunsten-at-s%C3%A6tte-sig-kropsligt-i-den-andens-sted-kin%C3%A6stetisk-empa  

Pedersen, L. D. (2024). Legende bevægelser i et koreografisk perspektiv: Designbaserede undersøgelser af danse- og bevægelsespraksisser på pædagoguddannelsen. AU Library Scholarly Publishing Services. https://doi.org/10.7146/aul.529

Skriver, J. A. (2024). Advancing Inclusive Playful Learning Practices: Critical Examination of Affective and Embodied Dynamics in Artful Educational Practices as Catalysts for Playful Learning. Aalborg University Open Publishing. https://doi.org/10.54337/aau695976798  

 

Bøger/kapitler i bøger og publikationer 

Hansen, S. H. (2023). Øvelse forøger vores evne til at lege. I H. Knudsen, J.-E. Kristensen, & J. Bundgaard (red.), Leg på Spil: i pædagogik og uddannelse (pp. 249-262). Akademisk Forlag. 

Holflod, K. (2023). Legende let? nye mulighedsrum i legende samarbejde mellem pædagog og læreruddannelsen. I H. Knudsen, J.-E. Kristensen, & J. Bundgaard (red.), Leg på Spil: i pædagogik og uddannelse (s. 263-279). Akademisk Forlag. 

Gudiksen, S. K., & Skovbjerg, H. M. (2020). Uncovering the qualities of play design. I Framing Play Design: A Hands-on Guide for Designers, Learners and Innovators (s. 15-37) 

Pedersen, L. D. (2023a). Legens (u)mulige koreografier på pædagoguddannelsen. I H. Knudsen, J. E. Kristensen og J. B. Nielsen (red.), Leg på Spil: i pædagogik og uddannelse (s. 231-248). Akademisk forlag. 

Skovbjerg, H. M. (2020). Designing for Play Moods in a Ludotorium. I Framing Play Design: A hands-on guide for designers, learners and innovators (s. 37-49). BIS-Verlag. 

Skovbjerg, H.M. (2021) On Play. Samfundslitteratur, København. 

Skovbjerg, H.M. (2021) 10 tanker om leg. Dafolo. København. 

Skovbjerg, H. M. (2023). Lærerig leg og fri leg: En samtidsdiagnostik i to spor. I H. Knudsen, J. E. Kristensen, & J. B. Nielsen (red.), Leg på Spil: i pædagogik og uddannelse (s. 145-158). Akademisk Forlag. 

Skovbjerg, H. M. & Jensen, J. B. (2023). Legende tilgang til undervisning: En vej til resonansforbindelser? I L. Hersted, & S. Frimann (red.), Resonans i organisationer: Ledelse, trivsel og læring (s. 235-250). Samfundslitteratur.