Case study demonstrates improved identity understanding in students through LEGO® SERIOUS PLAY® method, indicating its pedagogical promise.
This study examines the viability of LEGO® SERIOUS PLAY® (LSP) method as a pedagogical tool for aiding students in understanding identity. This study explains LSP methodology and its theoretical underpinning. Then, a case-study conducted utilising the LSP method with Japanese university students (n = 83) in the Hokuriku region of Japan is introduced. The findings suggest that through the LSP method participants were able to gain a deeper understanding of self and their identity, as well as develop better and more effective ways to communicate and discuss identity with peers.
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Dennis Harmon (2025) studied this question.
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