Utilizing Play-Based Learning in Higher Education: A Focus Group Study of University Students’ Learning Experiences

Purpose: This study examines the effects of play-based learning in university education, specifically how it influences students' participation, emotional experiences, creative thinking, and collaborative skills. Recognizing the lack of practical research on the application of play in higher education, the study frames play-based activities as a tool for deeper understanding and internalization of course content, aiming to propose educational strategies that foster student engagement and self-directed learning. Method: The research was conducted in a university service leadership course during the 2024 academic year, applying diverse play-based activities adapted from integrated arts play models. Focus Group Interviews (FGI) were held with two groups (six students each). Interviews were transcribed, coded, and analyzed for recurrin g patterns relating to cognitive, emotional, social, and personal learning domains. All ethical standards were strictly followed, and students participated voluntarily. Results: Both FGIs revealed that play-based activities substantially increased students' immersion and active participation compared to traditional lectures. Students reported a deeper, embodied understanding of theoretical concepts, enhanced enjoyment, motivation, and collaborative communication skills. While many identified improvements in self-reflection and self-directed learning, some students noted discomfort with team-based or highly active formats—highlighting the need for flexible instructional design. Conclusion: Play-based learning in university courses effectively integrates cognitive, emotional, social, and personal growth, supporting key competencies such as leadership, communication, and self-motivation. The results recommend proactive adoption of Play-Based Learning in higher education, with careful consideration of students' needs, individual learning styles, and balanced activity design for maximal educational impact.