The role of fun in adult learning Dorothy

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.