Transcript Dorothy Lucardie (pptx, 76kb)

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.