The Role of Fun in Adult Learning: Insights from Research
The role of fun in adult learning
Dorothy Lucardie
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Aim- to discover the role that fun and enjoyment
plays in adult learning programs
What do adult learners identify as fun or
enjoyment?
What was the impact of the experience of fun or
enjoyment on their learning?
What where teachers perspectives on the role
of fun and enjoyment?
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Fun
Essential for children
(Hromek & Roffey, 2009)
Recommended for older adults (
Davis,2001)
Positive emotions:
Increases ability to view life events as positive
and helpful and
Decreases the perception of events as negative
and hopless
(Diener & Tov, 2009)
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Hard fun- challenge and achievement
(Papert,1996)
Fun and importance- increase motivation,
especially intrinsic motivation and goal directed
activities
(Sheldon & Elliot, 1999)
Positive emotions- positive educational
experiences
(Mackeracher, 2004)
Happiness- function better
(Field, 2009)
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Phenomenology- lived experience
Interpretive perspective- constructivist
Verbal interviews
40 students and 9 teachers
Certificates of General Education for Adults
Likely to have had poor schooling experiences
Teachers adept at engaging
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What are learners doing when they are experiencing fun
or enjoyment
Autonomous activities
Achieving competence
Working with others
What are learners feeling?
Interest
Well being
Positive emotions
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Learners say fun and enjoyment impact on their
learning.
Cognitive:
Concentration
Comprehension
Memory
Feelings:
Motivation
Stress reduction
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Teachers agreed with the learners
Cognitive:
Concentration
Engagement
Memory
Feelings:
Relationships
Motivation
Positive emotions
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Fun and enjoyment does play a role in adult
learning.
Positive emotions link with successful learning
and self perception of increased well-being
achievement of competence
improved relatedness with others,
intrinsic motivation
and goal achievement.
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Davis, A. (2001).
The impact of aging on education
, Adult Learning and Development
Continuing Education Division, University of Manitoba.
Diener, E. & Tov, W. (2009). ‘Wellbeing on planet earth’,
Psychological Topics
Vol
18
, No 2, pp
213-219.
Field, J. (2009).
Wellbeing and happiness: IFLL Thematic Paper 4
, Inquiry into the future for
lifelong learning, NIACE, Leicester.
Hromek, R. & Roffey, S. (2009). ‘Promoting social and emotional learning with games: its fun
and we learn things
’. Simulation and Gaming,
Oct 1, Vol 40, pp 626-644.
Mackeracher, D. (2004).
Making sense of adult learning
. University of Toronto, Canada.
Papert, S. (1996).
The connected family: Bridging the digital generation gap
, Longstreet Press,
Atlanta.
Sheldon, K. & Elliot, A. (1999). ‘Goal striving, need satisfaction and longitudinal well-being: The
self-concordance model’,
Journal of Personality and Social Psychology
, Vol 76 (3), pp 482-497.
Explore the impact of fun and enjoyment on adult learning programs, investigating the perspectives of both learners and teachers. Discover how positive emotions, challenge, achievement, and intrinsic motivation contribute to a better educational experience. Through phenomenological research, delve into the lived experiences of adult learners and teachers, revealing that fun and enjoyment enhance cognitive functions, motivation, and overall well-being in the learning process.
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Presentation Transcript
The role of fun in adult learning Dorothy Lucardie
Fun and enjoyment Aim- to discover the role that fun and enjoyment plays in adult learning programs What do adult learners identify as fun or enjoyment? What was the impact of the experience of fun or enjoyment on their learning? What where teachers perspectives on the role of fun and enjoyment?
Literature Fun Essential for children (Hromek & Roffey, 2009) Recommended for older adults (Davis,2001) Positive emotions: Increases ability to view life events as positive and helpful and Decreases the perception of events as negative and hopless (Diener & Tov, 2009)
Literature Hard fun- challenge and achievement (Papert,1996) Fun and importance- increase motivation, especially intrinsic motivation and goal directed activities (Sheldon & Elliot, 1999) Positive emotions- positive educational experiences (Mackeracher, 2004) Happiness- function better (Field, 2009)
Methodology Phenomenology- lived experience Interpretive perspective- constructivist Verbal interviews 40 students and 9 teachers Certificates of General Education for Adults Likely to have had poor schooling experiences Teachers adept at engaging
Findings What are learners doing when they are experiencing fun or enjoyment Autonomous activities Achieving competence Working with others What are learners feeling? Interest Well being Positive emotions
Impact Learners say fun and enjoyment impact on their learning. Cognitive: Concentration Comprehension Memory Feelings: Motivation Stress reduction
Impact Teachers agreed with the learners Cognitive: Concentration Engagement Memory Feelings: Relationships Motivation Positive emotions
Conclusion Fun and enjoyment does play a role in adult learning. Positive emotions link with successful learning and self perception of increased well-being achievement of competence improved relatedness with others, intrinsic motivation and goal achievement.
References Davis, A. (2001). The impact of aging on education, Adult Learning and Development Continuing Education Division, University of Manitoba. Diener, E. & Tov, W. (2009). Wellbeing on planet earth , Psychological Topics Vol 18, No 2, pp 213-219. Field, J. (2009). Wellbeing and happiness: IFLL Thematic Paper 4, Inquiry into the future for lifelong learning, NIACE, Leicester. Hromek, R. & Roffey, S. (2009). Promoting social and emotional learning with games: its fun and we learn things . Simulation and Gaming, Oct 1, Vol 40, pp 626-644. Mackeracher, D. (2004). Making sense of adult learning. University of Toronto, Canada. Papert, S. (1996). The connected family: Bridging the digital generation gap, Longstreet Press, Atlanta. Sheldon, K. & Elliot, A. (1999). Goal striving, need satisfaction and longitudinal well-being: The self-concordance model , Journal of Personality and Social Psychology, Vol 76 (3), pp 482-497.
