On this page you’ll find a number of references relating to the use of LEGO® bricks and the LEGO® SERIOUS PLAY® method.

References related to Simon Bourdeau’s work

Bourdeau S., Coulon T. and Petit, M.-C. (2021) “Simulation-Based Training via a “Readymade” Virtual World Platform: Teaching and Learning with Minecraft Education”. IT Professional, Vol. 23, No. 2, March-April, pp. 33-39, https://doi.org/10.1109/MITP.2021.3062935.
Bourdeau S., Petit M.-C. and Goyette S. (2020) “Developing Competencies in IT Project Estimation: A Simulation-Based Training Using ^LEGO® “. Système d’Information et Management, 2020/2, Vol. 25, pp. 73-106, https://doi.org/10.3917/sim.202.0073
Bonneau C. and Bourdeau S. (2019) “Computer-Supported Collaboration: Simulation-Based Training Using ^LEGO® “. Educational Technology Research and Development, Vol. 67, No. 6, pp. 1507-1527, https://doi.org/10.1007/s11423-019-09689-w.
Bourdeau S., Romero-Torres A. and Petit M.-C. (2021) “Learning Scrum: A ^LEGO®-Scrum Simulation” in Walsh K.R., Mahesh S., Trumbach C.C. (Eds.), Agile Scrum Implementation and Its Long-Term Impact on Organizations, IGI Global, Hershey, PA, pp. 169-189, https://doi.org/10.4018/978-1-7998-4885-1.ch011
Bourdeau S., Lesage A., Caron B. and Léger P.-M. (2020) “When Design Novices and ^LEGO® Meet: Stimulating Creative Thinking for Interface Design”. CHI2020 Proceedings, ACM CHI Conference on Human Factors in Computing Systems, Hawaii, USA, April 25-30, https://doi.org/10.1145/3313831.3376495.
Lesage A., Au-Yeung H.-D., Bourdeau S., Caron B. and Léger P.-M. (2019) “Playing or Sketching? Using LEGO® Pieces Stimulates Divergent Thinking in HCI Conceptual Ideation”. CHI2019 Proceedings, ACM CHI Conference on Human Factors in Computing Systems, Glasgow, England, May 4-9, https://doi.org/10.1145/3290607.3313023
Bonneau C., Bourdeau S. and Sergi V. (2017) “Up to What Point Can Work Dissolve in Serious Play? A Participant Perspective on the LEGO Serious Play Method”. ^33rd European Group for Organizational Studies Colloquium (EGOS), Copenhagen, Denmark, July 6-8.

To go further

This section was prepared by Jean-François Allard and Mélanie Roy, BSE

The LEGO® SERIOUS PLAY® method in an academic context

Bibliography prepared by the UQAM Library Service.

Most documents can be found on the Library Service website. Your MS code and password are required to access subscription-based digital resources.

Articles

Al-Jayyousi, O. and Aldhmour, F. M. (2023). Re-imagining the futures of university: foresight for higher education using innovation labs learning space. Lecture Notes in Networks and Systems, 495 LNNS, 318-327. https://doi.org/10.1007/978-3-031-08954-1_29

Alzaghoul, A., Tovar, E., Sevillano, A. A. R. and Barcala, M. A. (2020). Comparison between video-class and LEGO serious slay learning strategies for the students of engineering discipline. International Journal of Engineering Education, 36(1 A), 256-266.

Anthoney, J., Stead, R. and Turney, K. (2017). Making connections and building resilience: developing workshops with undergraduates. Knowledge Management & E-Learning: An International Journal, 9(3), 404-418.https://doi.org/10.34105/j.kmel.2017.09.025

Bourdeau, S. (2022). Playing (seriously) with LEGO® blocks! Gestion, 47(2), 84-88. https://doi.org/10.3917/riges.472.0084

Cerezo-Narváez, A., Córdoba-Roldán, A., Pastor-Fernández, A., Aguayo-González, F., Otero-Mateo, M. and Ballesteros-Pérez, P. (2019). Training competences in industrial risk prevention with lego® serious play®: A case study. Safety, 5(4). https://doi.org/10.3390/safety5040081

Dann S. (2018). Facilitating co-creation experience in the classroom with Lego Serious Play. Australasian Marketing Journal, 26(2), 121-131. https://doi.org/10.1016/j.ausmj.2018.05.013

ElKelish, W. W. and Ahmed, R. (2022). Advancing accounting education using LEGO® Serious Play simulation technique. Accounting Education, 31(2), 167-183. https://doi.org/10.1080/09639284.2021.1905011

Geithner, S. and Menzel, D. (2016). Effectiveness of learning through experience and reflection in a project management simulation. Simulation & Gaming, 47(2), 228-256.

Gkogkidis, V. and Dacre, N. (2021). The educator’s LSP journey: creating exploratory learning environments for responsible management education using Lego Serious Play: [version 1; peer review: 2 approved with reservations]. Emerald Open Research, 2(3). https://doi.org/10.35241/emeraldopenres.14015.1

Grienitz, V. and Schmidt, A.-M. (2012). Scenario workshops for strategic management with Lego® Serious Play®. Problems of management in the 21st Century, 3, 26-36.

Hadida, A. L. (2013). Let your hands do the thinking!: Lego bricks, strategic thinking and ideas generation within organizations. Strategic Direction, 29(2), 3-5. https://doi.org/10.1108/02580541311297976

Hayes, C. and Graham, Y. (2019). Understanding the building of professional identities with the LEGO® SERIOUS PLAY® method using situational mapping and analysis. Higher Education, Skills and Work-Based Learning, 10(1), 99-112. https://doi.org/10.1108/HESWBL-05-2019-0069

Jackman, V. (n. d.). Bringing to life Nomad Wisdom around leadership, strategy, and building strong communities. Education in the North, 28(1), 181-185.

James, A. R. (2013). Lego Serious Play: a three-dimensional approach to learning development. Journal of Learning Development in Higher Education, (6). https://doi.org/10.47408/jldhe.v0i6.208

Liang, D. N. Y., Yun, F. N. J. and Minato, N. (2021). Investigating the use of LEGO Bricks in education and training: a systematic literature review. Journal of Applied Learning & Teaching, 4(1), 107-113. https://doi.org/10.37074/jalt.2021.4.1.17

López, F. R., Arias-Oliva, M., Pelegrín-Borondo, J. and Marín-Vinuesa, L. M. (2021). Serious games in management education: An acceptance analysis. International Journal of Management Education, 19(3). https://doi.org/10.1016/j.ijme.2021.100517

Lotts, M. (2016a). On the road, playing with LEGO, and learning about the library: the Rutgers Art library Lego playing station, part two. Journal of Library Administration, 56(5), 449-525. https://doi.org/10.7282/T3474CZC

Lotts, M. (2016b). Playing with LEGO®, learning about the Library, “making” campus connections: the Rutgers University Art Library Lego playing station, part one. Journal of Library Administration, 56(9), 359-380.https://doi.org/10.7282/T3CR5WG1

Martin-Cruz, N., Martin-Gutierrez, A. and Rojo-Revenga, M. (2022). A LEGO® Serious Play activity to help teamwork skills development amongst business students. International Journal of Research and Method in Education,45(5), 479-494. https://doi.org/10.1080/1743727X.2021.1990881

McCusker, S. (2020). Everybody’s monkey is important: LEGO® Serious Play® as a methodology for enabling equality of voice within diverse groups. International journal of research & method in education, 43(2), 146-162. https://doi-org.proxy.bibliotheques.uqam.ca/10.1080/1743727X.2019.1621831

McGehee, W. D. (2022). Constructing creative confidence with Lego® Serious Play®. Journal of Behavioral & Applied Management, 22(2), 278.

Nerantzi, C., Moravej, H. and Johnson, F. (2015). Play brings openness or using a creative approach to evaluate an undergraduate unit and move forward together. Journal of Perspectives in Applied Academic Practice, 3(2), 82-91. https://doi.org/10.14297/jpaap.v3i2.141

Panke, S. (2019). Design thinking in education: perspectives, opportunities and challenges. Open Education Studies, 1(1), 281-306. https://doi.org/10.1515/edu-2019-0022

Peabody, M. A. (2015). Building with purpose: using Lego Serious Play in play therapy supervision. International journal of play therapy, 24(1), 30-40. https://doi-org.proxy.bibliotheques.uqam.ca/10.1037/a0038607

Peabody, M. A. and Noyes, S. (2017). Reflective boot camp: adapting LEGO® SERIOUS PLAY® in higher education. Reflective Practice, 18(2), 232-243. https://doi.org/10.1080/14623943.2016.1268117

Petelczyc, C. A., Capezio, A., Wang, L., Restubog, S. L. D. and Aquino, K. (2018). Play at work: an integrative review and agenda for future research. Journal of Management, 44(1), 161-190. https://doi.org/10.1177/0149206317731519

Reeve, J., Jindal, R., Bartle, C. and Stokes, N. (2021). Using creative and contemplative pedagogy to promote learning efficacy and wellbeing within first-year, undergraduate students. Gateway Papers, 2(1), 1-12. https://doi.org/10.3943/gp.34

Roos, J. and Victor, B. (1999). Towards a new model of strategy-making as serious play. European Management Journal, 17(4), 348-355. https://doi.org/10.1016/S0263-2373(99)00015-8

Roos, J. and Victor, B. (2018). How it all began: the origins of LEGO Serious Play. International Journal of Management and Applied Research, 5(4), 326-343.

Roth, S., Schneckenberg, D. and Tsai, C.-W. (2015). The ludic drive as innovation driver: introduction to the gamification of innovation. Creativity and Innovation Management, 24(2), 300-306. https://doi.org/10.1111/caim.12124

Schad, J., Lewis, M. W., Raisch, S. and Smith, W. K. (2016). Paradox research in management science: looking back to move forward. Academy of Management Annals, 10(1), 5-64. https://doi.org/10.5465/19416520.2016.1162422

Seidl, T. (2017). Case study 1: playful team reflection using LEGO® Serious Play®. International Journal of Game-Based Learning, 7(3), 83-86. https://doi.org/10.4018/IJGBL.2017070108

Statler, M., Heracleous, L. and Jacobs, C. D. (2011). Serious play as a practice of paradox. The Journal of Applied Behavioral Science, 47(2), 236-256. https://doi.org/10.1177/0021886311398453

Teh, Y. G., Pang, N. T. P., Shoesmith, W. D., Loo, J. L. and Teh, S. J. (2021). Team reflections: how co-created knowledge objects enhance knowledge integration. Reflective Practice, 22(4), 550-565. https://doi.org/10.1080/14623943.2021.1937094

Tseng, W.-C. (2017). An intervention using LEGO® SERIOUS PLAY® on fostering narrative identity among economically disadvantaged college students in Taiwan. Journal of College Student Development, 58(2), 264-282. https://doi.org/10.1353/csd.2017.0019

Tuomi A., Tussyadiah I.P. and Stienmetz J. (2020). Leveraging LEGO® Serious Play® to embrace AI and robots in tourism. Annals of Tourism Research, 81. https://doi.org/10.1016/j.annals.2019.06.003

Warburton, T., Brown, J. and Sandars, J. (2022). The use of LEGO® SERIOUS PLAY® within nurse education: A scoping review. Nurse Education Today, 118. https://doi.org/10.1016/j.nedt.2022.105528

Wengel, Y. (2020). LEGO® Serious Play® in multi-method tourism research, 32(4), 1605-1623. https://doi.org/10.1108/IJCHM-04-2019-0358

Wheeler, S., Passmore, J. and Gold, R. (2020). All to play for: LEGO® SERIOUS PLAY® and its impact on team cohesion, collaboration and psychological safety in organisational settings using a coaching approach. Journal of work-applied management, 12(2), 141-157. https://doi.org/10.1108/JWAM-03-2020-0011

Books

Ajibade, B. O. and Hayes, C. (2020). An insight into utilising LEGO® Serious Play® to explore international student transitions into a UK higher education institution. SAGE.

Blair, S. (2020). Mastering the LEGO Serious Play method: 44 facilitation techniques for trained LEGO Serious Play facilitators. Promeet.

Blair, S. and Rillo, M. (2016). Serious work: how to facilitate meetings & workshops using the LEGO Serious Play method. Promeet.

Ematinger, R. (2021). From Industry 4.0 to business model 4.0: opportunities of the digital transformation. Springer. https://uqam-bib.on.worldcat.org/oclc/1253353986

Fearne, M. (2020). LSP method: how to engage people and spark insights using the LEGO Serious Play method. Lioncrest.

Grioui, R. (2016). Serious games, contributions to motivation and learning. Noor Publishing.

Heron, M., Barnett, L. and Balloo, K. (eds.). (2021). Exploring disciplinary teaching excellence in higher education: student-staff partnerships for research. Palgrave Macmillan.

James, A. and Brookfield, S. D. (2014). Engaging imagination: helping students become creative and reflective thinkers. Jossey-Bass.

James, A. and Nerantzi, C. (eds.). (2019). The power of play in higher education: creativity in tertiary learning. Springer International Publishing. https://uqam-bib.on.worldcat.org/oclc/1125724894

Kristiansen, P. and Rasmussen, R. (2014). Building a better business using the Lego serious play method. Wiley.

Layne, P. C. and Lake, P. (eds.). (2015). Global innovation of teaching and learning in higher education: transgressing boundaries. Springer International Publishing.

Mawani, S. and Mukadam, A. A. (eds.). (2020). Student empowerment in higher education: reflecting on teaching practice and learner engagement. Volume 1. Logos Verlag Berlin.

Peris-Ortiz, M., Garrigós-Simón, F. J. and Gil-Pechuán, I. (dir.). (2014). Innovation and teaching technologies: new directions in research, practice and policy. Springer. https://uqam-bib.on.worldcat.org/oclc/876168210

Walsh, A. (2018). Librarians’ book on teaching through games and play. Innovative Libraries.