"Patterns and representation in play-based learning: a systematic meta-" by Steph Dean and Julianne A. Wenner
 

Document Type

Article

Publication Date

3-11-2025

Publication Title

Frontiers in Education

Publisher

frontiers

DOI

https://doi.org/10.3389/feduc.2025.1557001

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.

Comments

Copyright © 2025 Dean and Wenner. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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