Abstract
In this article we inquire after the intersection of play and learning, drawing on philosophical and pedagogical foundations to explore the tension between play’s inherent purposelessness and its application in educational contexts. Through a phenomenological study using phenomenological vignettes we delve into pupils’ lived experiences with the board game The Next Generation of Changemaker (NGoCM) in a fourth-year secondary school setting in South Tyrol. These vignettes reveal the emergence of unique play spaces that extend beyond the game design or pedagogical intentions, calling for a reflective approach to game-based learning. The analysis highlights both the challenges, such as resistance to ludified learning and collaborative play, and the opportunities for fostering essential 21st-century skills. With the findings we aim to contribute to a discourse on the development of a reflective approach to game-based learning and the integration of gaming materials into teacher education within the framework of the EduSpace Lernwerkstatt.