Mastery play, also referred to as ‘challenge play’, is a strategy used in educational settings to increase student motivation and engagement by providing a context in which students can develop mastery of skills and knowledge at their own pace (Muller, 2011). The intention of mastery play is to increase student motivation and engagement by providing an environment in which students can practice, improve their skills, and achieve success at their own level and pace (Muller, 2011).
Research has shown that mastery play has profound effects on student engagement, motivation, and self-efficacy (Klassen, 2020). For instance, a study conducted by Klassen (2020) found that students who participated in mastery play activities reported higher levels of motivation and engagement, and also demonstrated increased self-efficacy in their learning. Other studies have demonstrated that mastery play can be used to promote social-emotional learning and positive behavior (Gottfried et al., 2016). Gottfried et al. (2016) found that when students participated in mastery play activities, they were more likely to display positive behaviors, such as cooperation and respect for their peers.
The effectiveness of mastery play can be further enhanced by incorporating a variety of learning strategies into the activities. For instance, Klassen (2020) found that when students were presented with activities that incorporated elements of problem-solving, inquiry-based learning, and self-reflection, they reported higher levels of engagement and motivation. Additionally, including elements of collaborative learning, such as working in groups or pairs, can further increase student engagement (Gottfried et al., 2016).
Although research has demonstrated the efficacy of mastery play in educational settings, there are also some potential drawbacks. For instance, mastery play activities may require more time and resources to implement than traditional teaching methods (Muller, 2011). Additionally, mastery play activities may not be suitable for all students, as some may find the activities too difficult or too easy (Klassen, 2020). However, when implemented carefully and with consideration for individual students’ needs, mastery play can be an effective and engaging way to promote student learning.
In conclusion, mastery play is an effective strategy for increasing student engagement, motivation, and self-efficacy. The effectiveness of mastery play can be further enhanced by incorporating a variety of learning strategies, such as problem-solving, inquiry-based learning, and collaborative learning. However, mastery play activities may require more time and resources to implement, and may not be suitable for all students.
References
Gottfried, A. E., Gottfried, A. W., & Bathurst, K. (2016). Mastery learning: A review of research and implications for the classroom. Educational Psychologist, 51(1), 29–42. https://doi.org/10.1080/00461520.2015.1132208
Klassen, R. M. (2020). Mastery-oriented learning: A review and synthesis of the theoretical and empirical evidence. Educational Psychology Review, 32(2), 713–744. https://doi.org/10.1007/s10648-020-09485-w
Muller, R. (2011). Challenge play: A mastery learning approach. Teaching Exceptional Children, 43(4), 6–13. https://doi.org/10.1177/004005991104300404