Playing Grounded Theory

Abstract

This article reconceptualizes grounded theory research methodology as a form of structured play. Challenging linear and instrumental views of research, it argues that inquiry in social contexts unfolds through improvisation, rehearsal, and low-stakes experimentation akin to play in human learning. Drawing on Vygotsky’s theories of play and the notion of zone of proximal development, Dewey’s account of play as an intrinsically meaningful activity, and Huizinga’s concept of Homo ludens, the article positions learning and research as inherently social and developmental practices. Game design theory further frames play as free movement within rule-based systems. Within this perspective, grounded theory methods including interviewing, coding, memoing, and memo sorting may be understood as research “toys” that afford exploration, discovery, and theory generation. Emphasizing play may revitalize qualitative inquiry, fostering curiosity, reflexivity, and what Barney Glaser described as “youthifying” research practice.