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Playful Pedagogy in the Pandemic seeks to create a space for playful learning in higher education, asserting the need for a pedagogy of care and engagement as well as collaboration with students to help us reimagine education outside of prescriptive educational technology widely adopted in the wake of COVID-19.
Emily K. Johnson is an Assistant Professor of English at the University of Central Florida, USA. She conducts research focusing on user experience (UX), user-centered design, educational technology, learning games, playful/gameful learning, simulations and learning, self-regulated learning, learner motivation, and self-efficacy. She designs and researches educational games in virtual reality, augmented reality, mobile, PC/Mac, and non-traditional platforms. A former middle school teacher, Johnson has published work on games-based learning in journals including Computers & Education; Journal of Universal Computer Science; and Journal of Science Education and Technology. Anastasia Salter is an Associate Professor of English and Director of Graduate Programs at the University of Central Florida, USA, where they also coordinate the innovative interdisciplinary Texts and Technology doctoral program. Their research draws upon humanities methods alongside computational discourse and subjects. They have authored several books, including Twining: Critical and Creative Approaches to Hypertext Narratives (with Stuart Moulthrop, Amherst College Press, 2021), Portrait of the Auteur as Fanboy (with Mel Stanfill, University of Mississippi Press, 2020), and Adventure Games: Playing the Outsider (with Aaron Reed and John Murray, Bloomsbury, 2020). Salter previously wrote for ProfHacker, a blog on technology and pedagogy formerly hosted by the Chronicle of Higher Education and has taught workshops around the world on approaches to experimental, personal games in the classroom.
Preface: Positioning Our Play Introduction: Play for Serious Times 1. The Problem of Gamification 2. These Aren't the Games You're Looking For 3. Searching for Meaningful Pandemic Play 4. Confronting the Perils of Play 5. Designing Playfully for a Distant Future Conclusion: The Fatigue is Real
