In recent years, there has been an increasing emphasis on incorporating game-like elements into the educational process. However, experts are raising concerns that this approach, known as gamification, is often misapplied, reducing the value of genuine play and turning learning into a mere system of rewards. This shift has caused a significant debate among educators and psychologists, as they attempt to balance the benefits of using play in education while avoiding its commercialization and the reduction of play to a tool for external motivation.
In this context, educators are increasingly looking for ways to restore the essence of play in classrooms, focusing on the joy, creativity, and freedom that true play fosters, rather than merely using it as a method of behavioral conditioning or competition. The key question that arises is: how can educators integrate play into learning without compromising its true meaning and value?
The Roots of Play in Education
The philosophical foundations of play go back to the work of Johan Huizinga, a Dutch historian and cultural theorist, who in his book Homo Ludens (1938) argued that play is not just a part of culture, but its very foundation. According to Huizinga, “Culture arises from play—as play—and it develops within it.” He contended that play is central to all forms of human activity, as it creates rules, structures relationships, and organizes social life.
In education, play has long been recognized as a powerful tool for learning. Yet, in contemporary classrooms, this recognition has been overshadowed by the rise of gamification—a term used to describe the introduction of game mechanics into non-game contexts, such as educational settings. While gamification can be a useful tool, it is often confused with actual play, leading to practices that do not reflect the true nature of playful learning.
Gamification vs. Play
Inma Marín, a renowned educator and president of the International Play Association (IPA) in Spain, distinguishes between gamification and true play. She explains that gamification involves the use of game elements—such as rewards, competition, and points—in a non-playful context. These elements are typically aimed at motivating students to engage in specific behaviors, rather than fostering a genuine sense of joy or creativity. “Gamification does not mean playing,” she states, explaining that the term is often used incorrectly to describe activities that are motivated by external rewards rather than internal enjoyment.
The problem with gamification, according to Marín, is that it often reduces the concept of play to a mere tool for behavioral control. This is particularly evident in the way commercial game-based learning apps are designed. These apps often focus on reinforcing students’ behaviors through immediate rewards, such as badges or points, rather than promoting deep engagement or intellectual curiosity. Marín argues that this approach not only limits the educational potential of play but also contributes to the development of a consumer mentality, where the focus shifts from meaningful learning to acquiring rewards.
Manu Sánchez, an educator and board game designer, also criticizes the trend of gamifying education. He argues that many gamification applications are driven by commercial interests, rather than a true understanding of play. Sánchez highlights that these systems, which often come from the private sector, prioritize generating consumer loyalty over creating meaningful educational experiences. By focusing on immediate rewards and repetitive engagement, these applications exploit the brain’s reward system, ultimately distorting the very essence of play.
The True Essence of Play in Education
For play to be genuinely valuable in educational settings, it must meet several essential criteria. According to Marín, true play is characterized by three main principles:
- Freedom: A child should never be forced to play. Play must be voluntary and self-chosen.
- Enjoyment: The activity must be intrinsically pleasurable. It should bring joy, not just serve as a means to an end.
- Absence of External Goals: When children engage in true play, they do so for the sake of the play itself, not for external rewards or educational outcomes. The experience of play is its own reward.
This is an important distinction because, although play can lead to learning outcomes, it is not designed with these outcomes in mind. Play is about the experience itself, not about achieving predefined educational goals. Marín asserts that “the game is not a means; it is an end in itself.” This perspective challenges the more common, productivist approach in education, where activities are often framed as tools to achieve academic results.
In a playful educational environment, the learning process should feel like an adventure or a discovery. The focus should be on the process of exploration, rather than on memorizing facts or performing tasks. By framing academic content within the context of a game, teachers can foster engagement and curiosity, allowing students to explore ideas and concepts without the pressure of external evaluation.
The Role of Teachers in Play-Based Learning
Teachers play a crucial role in facilitating play-based learning while preserving its authentic nature. According to Marín, educators must be creative in their approach to teaching, transforming any subject or topic into an engaging and enjoyable experience. However, she warns that the essence of play must never be compromised. “Teachers are like Mary Poppins,” she says, “we have a magic wand that can turn anything into a fun game, but we can also turn a game into a nightmare if we are not careful.”
Sánchez, on the other hand, advocates for the use of board games in the classroom. With over 20 years of experience as a teacher, he believes that board games are an excellent tool for developing creativity and collaboration in students. Board games are highly adaptable and can be modified to suit the needs of any group. “I always recommend cooperative games,” he explains, “where everyone plays together and either everyone wins or everyone loses.”
One of the benefits of board games is that they help students develop important executive functions, such as attention, planning, organization, impulse control, sustained attention, and cognitive flexibility. Sánchez emphasizes that these skills are essential for successful learning, and if they are not properly developed, students may struggle with academic tasks later on.
Free Play as a Pedagogical Method
Elsa Florez and Mara Santamaría are the founders of the Tartaruga Project, an alternative educational initiative that prioritizes free play. This project caters to children aged 18 months to 6 years, without grouping them by age. One of the core principles of Tartaruga is that there are minimal directed activities. Instead, children are encouraged to engage in free play, where they can explore and learn in an environment that is safe, stimulating, and without adult interference.
In the Tartaruga Project, educators create an “environment” filled with materials that are accessible to the children. However, their role is not to direct the play, but to observe, respond to the needs of the group, and adapt the space accordingly. “We are like ninjas,” says Florez. “We observe what happens and offer the space for children to choose what to do next.”
While free play is central to the Tartaruga approach, the educators have come to recognize that, at times, structured activities can be beneficial. Occasionally, they introduce optional group activities to help children address specific challenges or to provide a break from the mental strain of constantly choosing what to do. However, these activities are always optional, and the primary focus remains on free play.
In Tartaruga, there is a strong emphasis on creating a safe and inclusive environment, where children are free to explore without the fear of being judged or coerced. The educators also closely monitor any instances of bullying, gender-related conflicts, or power struggles. Their role is to ensure that the play remains positive and free from harm.
Restoring the Value of Play
The growing trend of using gamification in education, often driven by commercial interests and external motivations, has raised important questions about the true role of play in learning. For educators like Marín, Sánchez, and the team at Tartaruga, the challenge is not to reject gamification altogether, but to understand how to preserve the essence of play within educational contexts.
True play in education must be voluntary, enjoyable, and free from external pressures. It should be seen as an end in itself, not merely a means to achieve academic success or behavioral outcomes. By fostering an environment where children can explore, create, and learn through play, educators can help them develop essential skills while preserving the joy and creativity that make learning meaningful.
Ultimately, the goal is to restore play to its rightful place in education—not as a tool for manipulation or reward, but as a powerful, intrinsic motivator for learning. Through careful reflection and thoughtful implementation, educators can ensure that play remains a central part of the educational experience, nurturing both the minds and hearts of young learners.
