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2019 May 14 Rumpus Literature Review

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aleokada

This presentation presents preliminary findings of literature review abut Fun and Learning

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Education: Where’s the fun in that?
Literature Review
Anna Childs
Ale Okada
Mimi Tatlow-Golden
Mark Childs
Rebecca Ferguson
Kieron Sheehy
Who are we?
RUMPUS … a new WELS research
group dedicated to exploring,
understanding and creating fun
W: wels.open.ac.uk/rumpus
TW: @GroupRumpus
Mimi Tatlow-Golden ECYS
Prof Kieron Sheehy ECYS
Rebecca Ferguson IET
Ale Okada
RUMPUS
Research Fellow
ECYS
Anna Childs
Mark Childs
+ 2 WELS-CREET PhD students
starting in October
Our Context
Why are we exploring “Fun” ?
A “Fun” literature review for learning?
• Exploring children’s self-concept
factors in Ireland: they described
Fun as central to their selves
• Fun is key to inclusive learning
approaches in Indonesia
Has there been a rigorous
definition of Fun and its
relationship to learning?
Our research questions
How is the topic of “Fun” researched in education?
How is“Fun” defined in education?
What is the role of “Fun” in learning?
Our methodology
1
2
Search: “Fun” + “Learning”, Title and Content. Period: from 1995 to 2018
Total: 180 articles from ERIC, British Education, PsycINFO, web of Science, Scopus, JSTOR
Selection: 1. Underpinned by literature and/or study,
2. Connected fun to learning
3. Offered significant examples, reflections or methods
Sub-total: 33 articles
3
Integrative Literature Review
Database Knowledge mapsAnnotation1 2 3 4 5Outlines
Responsible Research and Innovation
New articles
OpenScience
Our Approach

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2019 May 14 Rumpus Literature Review

  • 1. Education: Where’s the fun in that? Literature Review Anna Childs Ale Okada Mimi Tatlow-Golden Mark Childs Rebecca Ferguson Kieron Sheehy
  • 2. Who are we? RUMPUS … a new WELS research group dedicated to exploring, understanding and creating fun W: wels.open.ac.uk/rumpus TW: @GroupRumpus Mimi Tatlow-Golden ECYS Prof Kieron Sheehy ECYS Rebecca Ferguson IET Ale Okada RUMPUS Research Fellow ECYS Anna Childs Mark Childs + 2 WELS-CREET PhD students starting in October
  • 3. Our Context Why are we exploring “Fun” ? A “Fun” literature review for learning? • Exploring children’s self-concept factors in Ireland: they described Fun as central to their selves • Fun is key to inclusive learning approaches in Indonesia Has there been a rigorous definition of Fun and its relationship to learning?
  • 4. Our research questions How is the topic of “Fun” researched in education? How is“Fun” defined in education? What is the role of “Fun” in learning?
  • 5. Our methodology 1 2 Search: “Fun” + “Learning”, Title and Content. Period: from 1995 to 2018 Total: 180 articles from ERIC, British Education, PsycINFO, web of Science, Scopus, JSTOR Selection: 1. Underpinned by literature and/or study, 2. Connected fun to learning 3. Offered significant examples, reflections or methods Sub-total: 33 articles 3 Integrative Literature Review
  • 6. Database Knowledge mapsAnnotation1 2 3 4 5Outlines Responsible Research and Innovation New articles OpenScience Our Approach
  • 7. 33 papers analysed 21 selected 3 Situational Maps (Clark, 2005): Informal learning (4) Formal learning (13) Primary, higher, & teacher ed Non-formal learning (4) Items excluded: Human Computer Interaction (6) Communication & Marketing (3) Other topics (2) Our Approach
  • 8. From someone who lives in a pineapple under the sea F is for friends who do stuff together! U is for you and me! N is for anywhere and anytime at all down here in the deep blue sea! “Spongebob’s definition explains, but does not define, fun.. many researchers conceptualize but do not commit to a specific definition of fun” (Kim & Mardis, 2017)
  • 9. Fun - informal learning Reference Title Journal Context Study Archer et. al.(2016) Disorientating, fun or meaningful? Disadvantaged families’ experiences of a science museum visit. Cultural Studies of Science Education STEM museum Qualitative study 10 disadvantaged families visiting a museum Birmingham, D.(2016) “Disorienting, fun or meaningful?”: looking beyond the boundaries of the museum. Cultural Studies of Science Education STEM museum Reflective views - response to: Archer et. al. 2016 Feldberg (2011) S’more than just fun and games: Teachers’ perceptions on the educational value of camp programs for school groups Master of Arts in Recreation and Leisure Studies Adventure Camp Qualitative study Interviews, focus groups - teachers & adults Bisson C., Luckner J. (1996) Fun in learning: The pedagogical role of fun in adventure education perspectives Journal of Experiential Education Adventure Centre Qualitative study + open questionnaire 20 adults working in adventure education
  • 11. “Fun” in informal learning “Fun”turns learning from required to wanted experience… Part of the process, not just emergent outcome (Bisson & Luckner, 1996) “Fun” is connected to playfulness for emotional and cognitive growth (Feldberg 2011) May be associated with stress release, more efficient learning (Bisson & Luckner, 1996) “Fun” was families’ own language – not researchers’ (Archer et al., 2016) May reflect gains that researchers have not been measuring (Birmingham, 2016)
  • 12. “Fun” in informal learning “Fun”≠ ‘meaningful’ ≠ learning (Archer et. al. 2016) “Fun” inclusion and equity? (Archer et. al. 2016; Birmingham, 2016)
  • 13. Fun - formal learning – primary & teacher ed Reference title journal Context Study Dismore, H. and Bailey, R.(2011) Fun and enjoyment in physical education: Young people’s attitudes Research papers in education Primary school Mixed-method study Key Stage 2 & 3 Q n = 1665, FG n = 80; I n = 10 Mathers, B.G., (2008) Students’ Perceptions of “Fun” Suggest Possibilities for Literacy Learning: You Can Be Entertained and Informed. Reading Horizons Primary school Mixed method study: n=60 students Chu et. al. (2017) Fun in Making: Understanding the experience of fun and learning through curriculum-based Making Entertainment Computing Primary school Qualitative study n=6 3rd, 4th, and 5th G science classes Iten, N. & Petko, D. (2016) Learning with serious games: Is fun playing the game a predictor of learning success? British J. Educational Technology Primary school Quantitative study N = 74 pre/post Hromek, R. & Roffey, S. (2009) Promoting social and emotional learning with games Simulation and Gaming Primary school Literature review + author examples Theoretical & practical Wulandari, E. (2016) Promoting fun learning in writing through games Edulite. Journal of English Education, Literature & Culture Primary school Literature narrative + practice- based examples Zinn (2008) Making fun of school, or why does learning have to be such a drag? Six key elements for motivating learning International Journal of Learning Secondary and college teaching and learning Reflective Views Interest + Glasser (1998) Fun as 1 of 5 basic human needs Jonas, M.E.(2011) Dewey's conception of interest and its significance for teacher education Educational Philosophy and Theory Teacher education Reflective views Critical of fun in ‘edutainment’
  • 15. “Fun” in formal learning: primary education “Fun” is crucial to development, highly motivating… supports a safe, desired and participative environment for social connection, relaxed body and focused mind with a sense of belonging (Hromek & Roffley, 2009 - SEL) “Fun”is associated with playful, pleasant, relaxing activity as well as challenging, excited and social learning experiences (Wulandari, 2016; Mathers, 2008). “Fun” is relevant for engagement, enjoyment, rewarding and “flow” (Dismore & Bailey, 2011; Chu et al. 2017). “Fun”Children say it facilitates experimentation, novelty, & participation (Chu et al., 2017) situated learning and problem solving (Iten & Petko, 2016)
  • 16. “Fun” in formal learning – secondary/ higher educators “Fun”: “Student boredom takes a toll on educators” (Zinn, 2008) “Fun” motivates learning via: Choice Relevance Engagement Active learning Teacher attitude & Camaraderie (Zinn, 2008) “Fun” is not about frivolity or foolishness… satisfaction that comes from serious immersion in meaningful educational and intellectual experiences that empower students as successful learners and connect school to their hopes and dreams for their lives (Zinn, 2008)
  • 17. “Fun” in Formal learning “Fun” Seeking skill/challenge balance for flow - might result in boredom/ anxiety (Dismore & Bailey 2011); Potential risks of emotions in classroom settings (Hromek & Rofley, 2009) A focus on “Fun” can create over-reliance on student interests, risking degenerating into bad pedagogy (Jonas, 2011) Teachers must have control of the process so students do not focus on fun only and neglect learning objectives (Wulandari, 2016)
  • 18. Fun - formal learning – higher education Reference Title & Content journal Context Study Garner, R.L.(2006) Humor in pedagogy: How ha-ha can lead to aha!. Impact of curriculum-specific humour on retention and recall College Teaching Higher Education Quasi-experimental n= 117 UG students Whitton, N. and Langan, M.(2018) Fun and games in higher education: an analysis of UK student perspectives Perceptions of fun Teaching in Higher Education Higher Education Qualitative study n=37 In-depth interviews UG students, thematic network analysis Tews et. al. (2015) Fun in the college classroom: Examining its nature and relationship with student engagement College Teaching Higher Education Literature review - Theoretical and practical Kim, C.U. and Mardis, M.A.(2017) Are we having fun yet? Exploring definitions of fun for STEAM learning Association for Information Science and Technology Higher Education Research proposal Romano, T.(2009) EJ in focus: Defining fun and seeking flow in English language arts. The English Journal, Secondary/ higher Education Reflective views, personal experience
  • 20. “Fun” in formal learning: higher education “Fun” choice allows deeper learning (Kim & Mardis, 2017). Students link “Fun” to stimulating pedagogy; lecturer engagement; a safe learning space; shared experience; and a low-stress environment (Whitton & Langan, 2018). “Fun” is relevant for engagement, enjoyment, rewarding experience and “flow” (Romano, 2009; Kim & Mardis, 2017) Yet… “as learners progress through formal education, a greater emphasis is put on performance and measurable outcomes, and the relationship between fun and education becomes detached” (Whitton & Langan, 2018) “Fun” is linked to goal-directed experiences (Romano, 2009; and engaging task performance with optimistic thinking, positive emotions (Garner, 2006)
  • 21. “Fun” in formal learning: higher education “Fun” : Waiting passively to be entertained? (Romano, 2009) subjective and contextual (Garner, 2006)… lack of definition and application (Kim & Mardis, 2017)
  • 22. Fun – non formal learning Reference title journal Context Study Lucardie, D. (2014) The impact of fun and enjoyment on adult’s learning Procedia - Social and Behavioral Sciences Adult education Qualitative study n=40 students, n=9 teachers Interviews Tews, M. J., Michel, J. W., Noe, R. A. (2017) Does fun promote learning? The relationship between fun in the workplace and informal learning Journal of Vocational Behavior Workplace Quantitative study n=206 managers Questionnaire Fluegge, E. R. (2008) Who put the fun in functional? Fun at work and its effects on job performance. doctoral dissertation, University of Florida. Doctoral dissertation, University of Florida. Workplace learning Quantitative study n = 245 working students Tews, M.J. and Noe, R.A., (2017) Does training have to be fun? A review and conceptual model of the role of fun in workplace training Human Resource Management Review Workplace Fun as a motivator for learning Literature review Conceptual model
  • 24. “Fun” in non-formal learning: adult education “Fun” : expectation of stimulating, motivating, pleasurable & edutainment experiences (Lucardie, 2014) Fun = activities or instructor delivery style (Tews & Noe, 2017) “Fun” … a lack of clarity about “fun training design” and “fun training delivery” (Tews et. al. 2017) Trainees may view fun activities as artificial, contrived, and distraction from learning (Tews & Noe, 2017)
  • 25. Next Steps Complete mapping Include our team’s journal papers that include “fun” and “learning”... And… 1. Budiyanto, Kieron Sheehy, Helen Kaye & Khofidotur Rofiah (2017): Developing Signalong Indonesia: issues of happiness and pedagogy, training and stigmatisation, International Journal of Inclusive Education 2. Kieron Sheehy & Sue Bucknall (2008) How is technology seen in young people’s visions of future education systems?, Learning, Media and Technology, 33:2, 101-114 3. Okada, Alexandra; Kowalski, Raquel Pasternak Glitz; Kirner, Claudio and Torres, Patrícia Lupion (2019). Factors influencing teachers’ adoption of AR inquiry games to foster skills for Responsible Research and Innovation. Interactive Learning Environments, 27(3) pp. 324–335. 4. Mikroyannidis, Alexander; Okada, Alexandra; Scott, Peter; Rusman, Ellen; Specht, Marcus; Stefanov, Krassen; Boytchev, Pavel; Protopsaltis, Aristidis; Held, Paul; Hetzner, Sonia; Kikis-Papadakis, Kathy and Chaimala, Foteini (2013). weSPOT: A personal and social approach to inquiry- based learning. Journal of Universal Computer Science, 19(14) pp. 2093–2111. 5. Okada, Alexandra and Buckingham Shum, Simon (2008). Evidence-Based Dialogue Maps as a research tool to evaluate the quality of school pupils’ scientific argumentation. International Journal of Research & Method in Education, 31(3) pp. 291–315. And… 1. Tatlow-Golden, M., & Guerin, S. (2017). Who I am: The meaning of early adolescents’ most valued activities and relationships, and implications for self-concept research. The Journal of Early Adolescence, 37(2), 236-266.
  • 26. … And… then What are OU students’ expectations & experiences of learning and Fun? Corpus analysis of Fun and learning Situated studies of Fun in formal & informal learning in UK & internationally (2 PhDs) & underpinning it all… What is “Fun” ?