Play in education. The resistance of university institutional culture

Abstract

We asked ourselves about the meaning of a simulation game experience for teachers and students of a University Chair in Argentina. After the experience, in-depth interviews were conducted with 12 students and 4 teachers. The inductive categories allowed us to understand the meaning that the game takes for the participants and the difficulties that arise when carrying it out. The results show that faced with a situation of extreme demand, well-known modes prevail in the exercise of the role that undermine the coexistence of the playful and the formative experience. We interpret these results in terms of university institutional culture.