Patterns and representation in play-based learning: a systematic meta-synthesis of empirical studies in K-13+ settings.
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| Title: | Patterns and representation in play-based learning: a systematic meta-synthesis of empirical studies in K-13+ settings. |
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| Authors: | Dean, Steph N.1 (AUTHOR) sndean@clemson.edu, Wenner, Julianne A.1 (AUTHOR) |
| Source: | Frontiers in Education. 2025, p1-14. 14p. |
| Subject Terms: | *Primary education, *Classroom environment, *Gamification, Empirical research, Thematic analysis, Spatial variation |
| Abstract: | This systematic review provides a comprehensive meta-synthesis that examines empirical research on the implementation of play-based learning in formal educational settings. The review aims to identify patterns in the enactment of play-based learning, including its representation across academic disciplines, methodologies, grade levels, geographic contexts, and key indicators of play—choice, wonder, and delight. A comprehensive search across nine databases yielded 1,475 studies, of which 87 met stringent inclusion criteria: empirical, K-13+ formal settings, and an intentional learning objective tied to play. We extracted data from each study and used thematic synthesis to analyze patterns across multiple dimensions. Findings indicate that play-based learning is predominantly explored in early childhood and elementary education, with limited research on its implementation in secondary and post-secondary contexts. Studies were concentrated in North America and Europe, highlighting a need for greater geographic diversity. Findings also reveal significant gaps in nature-based play and its role in formal learning environments. Limitations include potential selection bias due to English-language restrictions and the exclusion of studies without a curricular focus. This review underscores the need for broader research on play-based learning, particularly in underrepresented populations and adolescent education. By providing a systematic overview of current research trends and limitations, this meta-synthesis contributes to the growing body of knowledge on play-based learning and informs future research directions. [ABSTRACT FROM AUTHOR] |
| Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184042999 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Patterns and representation in play-based learning: a systematic meta-synthesis of empirical studies in K-13+ settings. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dean%2C+Steph+N%2E%22">Dean, Steph N.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sndean@clemson.edu</i><br /><searchLink fieldCode="AR" term="%22Wenner%2C+Julianne+A%2E%22">Wenner, Julianne A.</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Frontiers+in+Education%22">Frontiers in Education</searchLink>. 2025, p1-14. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+variation%22">Spatial variation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This systematic review provides a comprehensive meta-synthesis that examines empirical research on the implementation of play-based learning in formal educational settings. The review aims to identify patterns in the enactment of play-based learning, including its representation across academic disciplines, methodologies, grade levels, geographic contexts, and key indicators of play—choice, wonder, and delight. A comprehensive search across nine databases yielded 1,475 studies, of which 87 met stringent inclusion criteria: empirical, K-13+ formal settings, and an intentional learning objective tied to play. We extracted data from each study and used thematic synthesis to analyze patterns across multiple dimensions. Findings indicate that play-based learning is predominantly explored in early childhood and elementary education, with limited research on its implementation in secondary and post-secondary contexts. Studies were concentrated in North America and Europe, highlighting a need for greater geographic diversity. Findings also reveal significant gaps in nature-based play and its role in formal learning environments. Limitations include potential selection bias due to English-language restrictions and the exclusion of studies without a curricular focus. This review underscores the need for broader research on play-based learning, particularly in underrepresented populations and adolescent education. By providing a systematic overview of current research trends and limitations, this meta-synthesis contributes to the growing body of knowledge on play-based learning and informs future research directions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184042999 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3389/feduc.2025.1557001 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: Primary education Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Gamification Type: general – SubjectFull: Empirical research Type: general – SubjectFull: Thematic analysis Type: general – SubjectFull: Spatial variation Type: general Titles: – TitleFull: Patterns and representation in play-based learning: a systematic meta-synthesis of empirical studies in K-13+ settings. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dean, Steph N. – PersonEntity: Name: NameFull: Wenner, Julianne A. IsPartOfRelationships: – BibEntity: Dates: – D: 26 M: 03 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2504284X Titles: – TitleFull: Frontiers in Education Type: main |
| ResultId | 1 |
