Primary school students aged 9–12 perceive a sense of agency—choice over content, personalization, self-directed performance, and task completion—as a core element of fun in learning¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? Students aged 9–12 report that having a voice in what and how they learn, personalization to class interests, self-directed performance, and completing invested tasks directly contribute to fun and engagement in learning. → Kokarida 2026
Evidence¶
Kokarida 2026¶
Kokarida, P., Markopoulos, P., & Tisza, G. (2026). Fun beyond gamification: Universal elements to enhance children's learning. Instructional Science (2026) 54:30. https://doi.org/10.1007/s11251-026-09780-9
q2 · i? · qualitative · r2
Thematic analysis of four focus group interviews with 12 students aged 9–12 in a Greek primary school, corroborated by classroom observations of 48 students. Students linked choice and personalization to fun: "I think it would be nice to vote to see what everyone likes."
"Students consistently supported that having a voice in what they learned directly associ- ated with the experience of fun and engagement."
Discussion¶
Related Claims¶
- Students perceive manageable challenge matched to their skills, with a sense of accomplishment, as an intrinsically rewarding element of fun in formal learning — related
- Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — a broader claim this one bears on
- Students perceive diversity in learning—varied content, outdoor and technology-supported approaches, and physical activity—as essential to fun in learning — related
- Robot adaptiveness effects on human autonomy are mixed: autonomy-supportive behaviours and as-needed assistance help, but mere choice or high interactivity may not — related
- Multimodal, culturally grounded formative assessment supports engagement and agency — related
- Students perceived clickers' greatest course impact as lesson variation and fun, with learning influence a distant second — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
agency-student-perceived-fun-element-primary |
title |
Primary school students aged 9–12 perceive a sense of agency—choice over content, personalization, self-directed performance, and task completion—as a core element of fun in learning |
description |
Primary school students aged 9–12 perceive a sense of agency—choice over content, personalization, self-directed performance, and task completion—as a core element of fun in learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kokarida-2026 |
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