Learning to play with film: play-based learning in a tertiary film studies classroom

Student engagement in tertiary cinema studies can be fickle: while most students respond strongly to films, little regard is similarly paid prescribed readings or other coursework that crucial developing complex critical thinking with media. This paper presents a case study of an intervention aimed remedy this disparity student interest: play-based learning. Play-based learning, here defined as ‘the use playful elements both the explanation subjects and their evaluation’ (Torres-Toukoumidis et al., 2020: 1), has long history encouraging lateral creative modes thinking, increasing participation, fostering supportive enjoyable learning community. outlines ways was engaged small-scale action research project, positive effects created within classroom. Critically, it shows value resilient, motivated students, particularly at first-year level film education.