Abstract | Abstract
This article draws on 20 Danish university students’ reflections in and on a Problem-based Learning process (PBL). The study showed how a more playful approach changed how the students collaborated, communicated, and approached a given task. They felt more creative, open minded and engaged compared to some of their earlier learning experiences. They sensed a change in how they interacted with each other, a different tone arose in their social bonding, which led to the overall question for this article: What happens when play becomes part of a PBL process and how can we understand the relation between play and creativity in higher education learning processes?