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It argues that learning tied to fun activates positive emotions that support intrinsic motivation and retention, making play-based teaching effective for informal out-of-school time programs. The essay then describes a Hogwarts Potions–inspired afterschool program created at a public library, detailing motivations, collaboration roles, group structure, and preparation choices to immerse children in make-believe while teaching foundational chemistry concepts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/muggle-magic-learning-through-play-in-harry-potters-world/590846/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/muggle-magic-learning-through-play-in-harry-potters-world/590846.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"为什么作者认为把学习与“玩”结合会促进学习？","Question",{"text":112,"@type":113},"文中指出，学习时若伴随乐趣会触发积极情绪，从而提高内在动机与记忆保持的可能性。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"该项目如何把孩子带入哈利波特的“霍格沃茨”体验？",{"text":117,"@type":113},"作者通过角色扮演与行为示范来营造沉浸式情境，要求参与者在“让人沉浸的想象世界”中参与，同时邀请他们在教学过程中允许自己沉浸并投入。",{"name":119,"@type":110,"acceptedAnswer":120},"该图书馆的“魔药课”项目准备阶段重点做了哪些安排？",{"text":121,"@type":113},"准备阶段包括确定物理空间、规范馆员与青少年志愿者的着装与行为，并制定详细的课时教学方案，列出学生要制作的魔药所需原料与道具。","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590846,1792633440,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":44},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","VO ICES FROM THE FIELD  \nMuggle Magic  \nLearning Through Play in Harry Potter’s World  \nLeigh Anne Wilson & Brittany R. Jacobs  \nIn 1997, the world was introduced to one of its great stories: Harry Potter. The masterful writing of J. K. Rowling, about“the boy who lived,” has struck chords with millions of adults and children. Like many before her, Rowling tapped into the power of storytelling as a means of teaching, inspiring, and passing information from one generation to the next. Anthropologists have found evidence of storytelling throughout history, from orators in huntergatherer tribes to modern writers and actors (Hsu, 2008) .  \nTo actualize a story—that is, to live it out in anyway—plays on two of humanity’s greatest desires: to learn and to have fun. People are biologically wired for survival, which implies that we are biologically wired to learn: We need to gather and  \nprocess information in ways that increase the odds of our survival and success. When we have fun, the neurotransmitters serotonin and dopamine kick into high gear (Ormrod, 2017) . If they are present while we are learning, then the learning experience is surrounded by positive emotions that increase the odds of intrinsic motivation and retention. Teaching that uses play and fun therefore is a surefire way to pass along information and skills in ways that invite learners to participate. Actualizing a story through play is a strategy that serves out-of-school time (OST) programs particularly well, as informal educators  \nLEIGH ANNE WILSON is a youth services librarian at Carol Stream Public Library in Carol Stream, Illinois. After working for several years as an actor in Chicago, she earned a master’s degree in library and information science from Dominican University. BRITTANY R. JACOBS is a youth guide (librarian) at Anythink Libraries, an Adams County library system, in Denver, Colorado. She studied curriculum development for informal learning environments before getting her master’s in library and information science from the University of Illinois.  \nare not held to the same standards and structures as schools.  \nIn keeping with these precepts, coauthor Leigh Anne Wilson, a youth services librarian at Carol Stream Public Library in Carol Stream, Illinois, decided to create a new addition to the library’s afterschool learning opportunities that would bring children into their own Harry Potter story. Wanting to create a program that combined play and STEM learning, Leigh Anne decided to recreate a Potions class from Hogwarts School of Witchcraft and Wizardry, the magical academy Harry Potter and his friends attend. A Potions class could capitalize on the excitement children bring to the Harry Potter series while teaching them simple chemistry, introducing them to basic lab equipment, and showing them how to measure and follow written directions.  \nContext  \nCarol Stream is a suburban village with approximately 40,000 residents, located 35 miles west of Chicago. Leigh Anne met Brittany Jacobs, the other coauthor of this essay, while working what was a second job for both at a different public library. During their regular shift at that library’s reference desk, Leigh Anne told Brittany about her plan to create a realistic Hogwarts class at Carol Stream. Intrigued, Brittany offered to assist with and document the program. Leigh Anne would play the Hogwarts Potions master, while Brittany would bea reporter from The Daily Prophet, the newspaper in the  \nfifth-grade Muggles (non-magic folk) to fully immerse themselves in Hogwarts, perhaps the most longedfor school in modern literature. To promote learning through play, we needed to model behaviors and to play along with the students, simultaneously giving them an invitation and permission to lose themselves in a world of make-believe.  \nPreparation  \nPlanning began in late February 2018 for a program execution date of July 30, the day before Harry Potter’s birthday. In keeping with the divisions of Hogwart","cbCaiqg69fPGvAMX","https://ap.wps.com/l/cbCaiqg69fPGvAMX","pdf",1279067,"English","# VOICES FROM THE FIELD\n## Muggle Magic\n## Learning Through Play in Harry Potter’s World\n## Context\n## Preparation","[{\"question\":\"为什么作者认为把学习与“玩”结合会促进学习？\",\"answer\":\"文中指出，学习时若伴随乐趣会触发积极情绪，从而提高内在动机与记忆保持的可能性。\"},{\"question\":\"该项目如何把孩子带入哈利波特的“霍格沃茨”体验？\",\"answer\":\"作者通过角色扮演与行为示范来营造沉浸式情境，要求参与者在“让人沉浸的想象世界”中参与，同时邀请他们在教学过程中允许自己沉浸并投入。\"},{\"question\":\"该图书馆的“魔药课”项目准备阶段重点做了哪些安排？\",\"answer\":\"准备阶段包括确定物理空间、规范馆员与青少年志愿者的着装与行为，并制定详细的课时教学方案，列出学生要制作的魔药所需原料与道具。\"}]","Muggle Magic - Learning Through Play in Harry Potter’s World | PDF",1792070562]