Students perceive pleasure—positive emotions during learning and the active minimization of boredom and displeasure—as an 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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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students report that fun in learning is interlinked with feeling good and delight, while boredom from monotonous lessons and unpleasant content compromise the experience of fun. → 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
Focus group thematic analysis: students enjoyed singing new songs and melodies, while citing boredom in language lessons and discomfort with unpleasant, dark-colored paintings as undermining fun in learning.
"These responses indicate that fun in learning moves beyond the mere presence of positive emotions to also include the active minimization of monotony and displeasure"
Discussion¶
Related Claims¶
- Students perceive diversity in learning—varied content, outdoor and technology-supported approaches, and physical activity—as essential to fun in learning — related
- University students and teachers perceive anger, boredom and fear as the most salient negative emotions in learning, with students mentioning sadness and self-conscious emotions more than faculty — related
- Students perceived clickers' greatest course impact as lesson variation and fun, with learning influence a distant second — related
- Student disengagement in adaptive learning platforms is linked to technical problems, boredom with long or irrelevant content, insufficient challenge and feedback, and declining engagement over time — related
- Students perceive a low-stress climate—supportive teacher behavior and an undistressed social environment—as a critical condition for fun in learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pleasure-positive-emotion-fun-element |
title |
Students perceive pleasure—positive emotions during learning and the active minimization of boredom and displeasure—as an element of fun in learning |
description |
Students perceive pleasure—positive emotions during learning and the active minimization of boredom and displeasure—as an 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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