Playful Learning: Promoting Immersive Learning Environment in Chinese Community

Abstract

This paper is about the study of “Learning Landscape” in Chinese communities. The major goals of the present study include designing an adapted playful learning program in the Chinese community, assessing caregivers’ attitudes toward this new form of learning (i.e., playful learning). We aimed to incorporate game mechanics and elements (e.g., stories design, jumping feet design, game board, and story dice) into the learning process with the main focus on children’s math development. We expected to see that the playful learning program will create more opportunities for parent-child interactions and help children and families build connections with the spaces around them. The present study was designed to build our knowledge of Chinese caregivers’ perspectives on playful learning. The results suggest that the majority of Chinese caregivers are positive about the construct of playful learning and are willing to take their children to visit learning landscapes. These results inform future studies to design and implement adaptive playful learning programs in Chinese communities and to examine the influence of learning landscapes on parent-child interactions and children’s education outcomes.