Creativity is an “engagement with the unfamiliar and a willingness to approach the familiar in unfamiliar ways.” (Glăveanu & Beghetto, 2021, p. 75).
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An evidence-based invitation to play
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Last block, CC students from across disciplines were given something familiar to many—LEGO®—and then asked to approach the small plastic blocks in unfamiliar ways. Working with changing constraints, they built structures and stories, gained understanding of each other’s thought processes and perspectives, and combined their individual ideas into something new that none of them could have anticipated. What were they doing? They were taking part in a creativity workshop using LEGO® SERIOUS PLAY®.
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Cover albums and examples of structures made by CC students in the workshop.
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The LEGO® SERIOUS PLAY® method
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C&I recently brought together a group of faculty and staff to become certified in this method. It involves posing questions that lack straightforward answers, physically building responses, discussing those responses, and contemplating insights (James & Nerantzi, 2019). Participants start by building individual constructions and then progress to collective challenges. Through this guided play process, experiences and ideas are simultaneously both represented and generated. When integrated into classes, the exercises support nuanced metaphorical thinking about content and provide space to navigate the ambiguity that sometimes arises from different points of view. They can also be used to clarify or concretize theories and deepen understanding of course objectives.
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The power of play in higher education
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Play-based learning helps students discover and articulate tacit knowledge, make lateral connections, and then conceptualize and synthesize their ideas (Simmons, 2019). Research on the process of play in higher education found that it also cultivates relational safety, contributes to inclusive classrooms, and stimulates positive affect and motivation (Forbes, 2021). It changes how students relate to, engage with, and experience learning (Forbes & Thomas, 2022). Play is generally recognized for its positive impact on well-being.
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Play to foster creativity and innovation
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When play happens in environments that allow uninhibited exploration and iteration of ideas, it fosters creativity (Quesnel, 2024). Through the freedom of this kind of play, participants practice handling uncertainty and risking failure even while working with others. Play that encourages risk-taking in low-stakes environments and normalizes experimentation can also lead to new ideas and innovation (James & Nerantzi, 2019). Game-based activities have been used to strengthen creative thinking and problem-solving skills, including divergent and convergent thinking (Zhang, et. al., 2025). Possibility Books encourage similar exploration through brief playful mark-making that is then shared and used to make unexpected connections.
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Interested in using LEGO® or another form of play in your course or meeting? Creativity & Innovation can help. Contact Program Coordinator Evelina Fisher or Director Kris Stanec.
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The C&I workshop series introduces a wide range of creativity exercises. At each workshop, participants will practice the exercise, place it in a creativity framework, and discuss how it might be adapted for specific learning outcomes for a course or used in professional contexts.
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Come play with ideas through creativity sprints: short, messy, and fun activities to build creative thinking and problem-solving skills. Held the second Friday of each block from 2-3:30 p.m. Come to one or all of them. Food is provided.
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Drop-in sessions take place on the second Monday of each block from 3-4 p.m. Come by C-Space at 232 E. Cache La Poudre St. at any point during this time to explore a creative process. Open to anyone with a Gold Card.
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C&I student employees and staff piloting a new creativity exercise by Priscilla Tran ’29. Left to right: Paridhi Bhandari ’29, Lucy Donald ’28, Sophia Hartt ’26, Evelina Fisher, Chloe Jung ’27, and Cindy Xiang ’27.
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Forbes, L. (2021). The Process of Play in Learning in Higher Education. Journal of Teaching and Learning, 15(1), 57-73. https://jtl.uwindsor.ca/index.php/jtl/article/view/6515/5264
Forbes, L. & Thomas, D. (2022). Professors at Play Playbook: Real-world techniques from a more playful higher education classroom. ETC Press, Carnegie Mellon University.https://press.etc.cmu.edu/books/professors-play-playbook
Glăveanu, V. P., & Beghetto, R. A. (2021). Creative Experience: A Non-Standard Definition of Creativity. Creativity Research Journal, 33(2), 75–80. https://doi.org/10.1080/10400419.2020.1827606
James, A. (2019). Making a Case for the Playful University. In: James, A., Nerantzi, C. (eds) The Power of Play in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-95780-7_1
James, A., & Nerantzi, C. (2019). Sketch: Our Learning Journey with LEGO®. In: James, A., Nerantzi, C. (eds) The Power of Play in Higher Education. Palgrave Macmillan, Cham.https://doi.org/10.1007/978-3-319-95780-7_30
Quesnel, J. (2024). Unleashing Creativity Through Paidia: Free Play in Learning and Work. Proceedings of the European Conference on Games Based Learning, 18(1), 948–954. https://doi.org/10.34190/ecgbl.18.1.2863
Simmons, N. (2019). Sketch: Creating LEGO® Representations of Theory. In: James, A., Nerantzi, C. (eds) The Power of Play in Higher Education. Palgrave Macmillan, Cham.https://doi.org/10.1007/978-3-319-95780-7_32
Zhang, Z. S., Seemann, M., Joos, R., Suren, M., Fischer, H., & Hofmann, M. (2025). Fostering Creativity Through Game-Based Approaches: A Scoping Review. JOURNAL OF CREATIVE BEHAVIOR, 59(1). https://doi.org/10.1002/jocb.1536
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