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Research Study about
Learning and Fun
Preliminary Findings
February –March 2020
Quantitative study in development
led by Sheehy (2020) underpinned by epistemic beliefs
Mixed method study in development
led by Okada (2020) supported by Open Data and
RRI – Responsible Research and Innovation
Participant’ previous studies
Participant’ intended qualification
Learning occurs supported by socio-constructivism
Learning occurs supported by Traditional teaching
Learning occurs supported by Constructivism
Learning does not occur supported by Banking (transmission)model
Learning occurs supported by Fun
Students’
views about
fun and
learning
08% 1.Fun unnecessary
09% 2.Fun depends
22% 3.Fun difficult
19% 4.Fun needed
21% Fun online is limited
09% Fun is hard when feeling Isolated
13% Fun is not needed nor expected
06% Fun is not possible when I struggle
13% Fun is needed in a reading-based course
08% Fun is ambiguous & subjective
06% Fun activities requires different approaches
02% Fun must not be forced
20% Fun must not affect Individual productivity
03% Fun must be sensible for productive time
09% Fun: has useful value for learning
04% Fun: elements must be incorporated
01% Fun: must fit different learning styles
03% Fun: requires face to face interaction
05% Fun: requires interactive learning
16% Fun: must enable to connect with others
08% Fun: requires flexible time
08% Fun: helps to enjoy the experience
05% Fun: helps to feel good
06% Fun: supports Interest and motivation
12% Fun: enables to engage - participate - learn
03% Fun: enables to gather & recall Knowledge
08% Fun: enables to enjoy/ make effort /achieve
04% Fun: enables to learn best
06% Fun: enables to reduce stress & pressure
01% Fun: enables to break the intensity of learning
18% 5.Fun useful
11% 6.Fun important
13% 7.Fun enjoyable
Students’
views about
fun and
learning
http://wels.open.ac.uk/rumpus
http://www.open.ac.uk/blogs/rumpus/

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Fun and learning preliminary findings

  • 1. Research Study about Learning and Fun Preliminary Findings February –March 2020 Quantitative study in development led by Sheehy (2020) underpinned by epistemic beliefs Mixed method study in development led by Okada (2020) supported by Open Data and RRI – Responsible Research and Innovation
  • 4. Learning occurs supported by socio-constructivism
  • 5. Learning occurs supported by Traditional teaching
  • 6. Learning occurs supported by Constructivism
  • 7. Learning does not occur supported by Banking (transmission)model
  • 10. 08% 1.Fun unnecessary 09% 2.Fun depends 22% 3.Fun difficult 19% 4.Fun needed 21% Fun online is limited 09% Fun is hard when feeling Isolated 13% Fun is not needed nor expected 06% Fun is not possible when I struggle 13% Fun is needed in a reading-based course 08% Fun is ambiguous & subjective 06% Fun activities requires different approaches 02% Fun must not be forced 20% Fun must not affect Individual productivity 03% Fun must be sensible for productive time 09% Fun: has useful value for learning 04% Fun: elements must be incorporated 01% Fun: must fit different learning styles 03% Fun: requires face to face interaction 05% Fun: requires interactive learning 16% Fun: must enable to connect with others 08% Fun: requires flexible time 08% Fun: helps to enjoy the experience 05% Fun: helps to feel good 06% Fun: supports Interest and motivation 12% Fun: enables to engage - participate - learn 03% Fun: enables to gather & recall Knowledge 08% Fun: enables to enjoy/ make effort /achieve 04% Fun: enables to learn best 06% Fun: enables to reduce stress & pressure 01% Fun: enables to break the intensity of learning 18% 5.Fun useful 11% 6.Fun important 13% 7.Fun enjoyable Students’ views about fun and learning