Bringing Play into Design Studio: The case of the Lunchtime Experiment

This paper studies the value of introducing play in a design studio to improve architecture students’ design and thinking processes. By analysing the playful tension experienced by a second-year group of architecture students throughout an online experiment, in connection with Donald Schön’s three cognitive processes (knowing-in-action, reflection-in-action, reflection-on-action), this paper seeks to contribute to the discussion around improving the pedagogic experience in design studios through play.

Keywords: students, design studio, experiment, design and thinking processes, playful tension