As part of their module assessment, students were required to write a reflective journal discussing their personal and academic development. Inspired by the use of origami fortune tellers as a module introduction or career development activity (Gillaspy, 2020), I incorporated them into a reflective thinking and writing class for Foundation Year Psychology students. It allows students to practise, apply and fully understand key concepts in this case reflective thinking and writing (Meyer & Land, 2006 Piaget, 1962).
Though typically associated with children’s education, it is a powerful method to integrate in the transformative learning process, where prior thoughts, knowledge or ideas are challenged. The nature of play, with its core socially negotiated aspects, places itself within social constructivism, where knowledge develops as a result of social interaction and language use (Walsh, 2015). Playful learning has increased in popularity and is often used as a mechanism for improving engagement and motivation (Rivera & Garden, 2021). This idea will demonstrate how the device can aid active and playful reflection within higher education, specifically for Foundation Year Psychology students. Their use in children’s education has been recorded since the 1950s, mostly as a game or role-play prop (Opie & Opie, 1959). A paper fortune teller is a form of origami and was introduced to the English-speaking world in the book ‘Fun with paper folding’ (Murray & Rigney, 1928).
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