Reimagining Learning Through Play, Creativity, and Student-Centered Engagement: Fifth Meeting of the Instructional Innovation Fellowship (IIF) : Instructional Design, Engagement, and Support (IDEAS) : UMass Amherst

In the hustle and bustle of academic life, the concept of “play” might seem out of place. However, integrating play into college classrooms fosters critical thinking, collaboration, and deeper engagement. The fifth meeting of the Instructional Innovation Fellowship (IIF) spotlighted two faculty members pioneering innovative teaching strategies that make learning more dynamic, relatable, and student-centered.

Anna Fox Reilly, a lecturer in the Educational Policy, Research and Administration (EPRA), College of Education, demonstrated the use of creative play and warm-up activities to help set a more relaxed and engaging tone in the classroom, encouraging adults to step out of their comfort zones and connect with the material in new ways.

Ann-Marie Sylvia, an instructor in the Kinesiology Department at the School of Public Health and Health Sciences, reimagined traditional assignments by tapping into social media platforms familiar to today’s learners. This made the process of demonstrating knowledge more enjoyable and interactive, aligning it with how students communicate and share ideas in their daily lives.

These two innovative fellows emphasized the importance of breaking away from the often rigid and serious nature of adult learning by incorporating creativity and fun into their teaching strategies.

Key takeaways:

Incorporating play and creativity into graduate-level courses can improve student satisfaction, foster community, and promote well-being.
Allowing students to choose how they display their knowledge accommodates diverse learning preferences, particularly supporting neurodivergent students.

Select a section title below to find out more about these innovative teaching strategies.

Anna Fox Reilly: Adult Learning Through Play

Anna Fox Reilly Presenting in the IIF — Anna Fox Reilly
Dept. of Educational Policy,
Research, and Administration (EPRA)

Anna expressed that graduate school often carries the reputation of being serious and rigorous, leaving little room for creativity or fun. This perception can inadvertently exacerbate emotional challenges among graduate students, including loneliness, anxiety, and burnout. Additionally, many graduate students juggle demanding academic schedules with campus jobs, increasing stress and limiting opportunities for community building.

Anna introduced Adult Learning Through Play, a strategy designed to make graduate courses more engaging and enjoyable. Backed by research, Anna highlighted that adults benefit from playful learning, leading to:

Enhanced student learning experiences and satisfaction
Improved retention and understanding of course material
Stronger learning communities
Increased risk-taking and resilience through comfort with failure
Promotion of overall wellness

Implementing Play in the Classroom

Below are recommendations from Anna on how to incorporate play into our classrooms.

1. Warm-up Craft Activities

Start each class with a 10-minute creative activity—whether answering simple questions, crafting, or team-building exercises—to foster community and ease students into learning.

2. Board Games for In-Person Learning

Ask students to design a board game that reflects real-world challenges in their field. For example, in the “Student Affairs Board Game”, players navigate the ups and downs of their first year working in student affairs. The game requires players to create scenario cards, engage in meaningful discussions, and reflect on their learning journey.

3. “Choose Your Own Adventure” for Online Learning

Ask students to design interactive online games using tools like Lucid, Google Forms, or Canvas Mastery Paths that connect to course content and are shared with their peers. Simple game designs created by students support engagement and creative problem-solving.

The Outcome

Anna reported overwhelmingly positive feedback from students who appreciated the fun, interactive nature of the activities. Not only did students feel more connected to their peers, but they also demonstrated deeper understanding and retention of course material.

Ann-Marie Sylvia: Student-Centered Autonomy in Display of Learned Knowledge

Ann-Marie Sylvia Presenting in the 2025 IIF — Ann-Marie Sylvia
Dept. of Kinesiology

Ann-Marie cited that an estimated 20-30% of students identify as neurodivergent in undergraduate courses and expects that figure to rise. Traditional lecture-based formats and standard assessments often fail to meet their diverse learning needs. Assignments like tests, presentations, and research papers can limit students’ ability to showcase their knowledge and creativity. What is her creative approach to mitigating such assignments?

Ann-Marie developed a project that allows students to choose how they present their learned knowledge. In her Introduction to Statistics course, for example, students were encouraged to present data-driven research in unique ways while adhering to specific academic guidelines. One example was the Instagram Project.

Implementing The Instagram Project

Why and how did Ann-Marie implement this project?

1. Flexible Knowledge Display

The Instagram Project allows for flexible knowledge display. Students were tasked with completing a data-driven project grounded in social justice, using publicly available datasets, and applying core statistical methods. However, how they presented their findings was entirely up to them. For example, some students chose to create traditional graphs and charts, while others focused on a public health campaign using text and images.

2. Instagram as a Learning Platform

Students created Instagram accounts for their projects, combining data visualization with storytelling. Ann-Marie shared her own example: Squirrelly Stats using the 2019 Squirrel Census data to explore the question: Can squirrel behavior predict health disparities in NYC? Through a series of posts, Ann-Marie engaged her audience while applying statistical analysis.

3. Structured Guidance for Success

To ensure the project’s success, Ann-Marie provided the following resources:

Instagram Map Template: A tool for planning posts, captions, and slide sequencing
Posting Tips: Advice on ordering posts (last to first) to maintain narrative flow
Assignment Parameters: Guidelines on target audiences and how to tackle common data misinterpretations
Collaboration Time: In-class sessions for group work, research, and content creation
Design Tools: Access to UMass Canva for professional-looking posts

4. Final Presentation

At the end of the semester, students presented their projects to the class, reflecting on their process, challenges, and insights.

The Outcome

The Instagram project empowered students to express their knowledge creatively while fostering skills in research, data visualization, and audience engagement. Its flexibility appealed especially to neurodivergent students, who found the alternative format more accessible and stimulating.

Lesson Learned

The innovative teaching strategies presented by Anna Fox Reilly and Ann-Marie Sylvia highlighted the value of creativity, flexibility, and inclusivity in higher education. Embracing playful learning and student-centered autonomy, instructors can transform traditional classrooms into dynamic spaces where all students can thrive. As educators, rethinking how we engage students is not just about increasing test scores; it is about creating environments where learning is joyful, accessible, and deeply impactful. Whether it is through board games or Instagram projects, the possibilities are endless

Stay tuned for more updates from this year’s Fellows as they continue to break new ground in teaching and learning! Read past IIF fellows' innovative teaching practices.