Abstract
Introduction: Researchers studying the concept of fun in education encounter challenges because frameworks, covariates, outcomes, and definitions vary across studies and fields. The authors conducted a scoping review to map the field of fun in education, identify key psychological associations, and synthesize a working definition of fun.
Methods: The authors searched multiple databases in April 2024 for peer-reviewed articles focusing on fun in education and adjacent disciplines. Articles targeting any age group, topic, and educational or workplace setting were included. The authors extracted data on outcomes of fun, conceptual frameworks related to fun, features of fun activities, and definitions related to fun.
Results: Of 1,073 articles screened, 40 were included. The psychological construct of fun was commonly associated with positive emotions experienced in relation to an enjoyable activity. The authors identified 120 distinct features of fun and grouped these into seven categories: safety, novelty, autonomy, playfulness, purpose, immersion, and social connection. Synthesizing findings from all included articles, the authors propose the following definition of fun: “Fun is a positive emotional experience arising from active engagement in enjoyable activities or experiences, often of a playful or amusing nature, that naturally fosters a desire to sustain or revisit the activity.”
Discussion: These findings suggest a theory-informed conceptual framework of fun in learning that may provide a foundation for guiding future research into fun as an educational tool. This synthesized working definition of fun addresses gaps in prior research by incorporating recurring themes that are adaptable across diverse contexts, including health professions education.