Learning styles are always adapting and improving. It’s no secret that a splash of excitement and vibrancy is needed to maintain focus and intrigue amongst learners, which in turn enables them to retain information effectively and for longer. But to what extent do learning and development strategists and trainers need to make their learning “fun”? Is it possible to go too far, and lose the whole notion and task at hand?

It seems, if fun learning is done strategically and balanced, the results are promising. According to studies; 62% of employers who had engaged in fun activities at work had no sick days in the following three months. Further findings showed that those who had taken part in a ‘fun activity’ in the last six months were more likely to feel creative and more committed to their organisation.

What a lot of people will miss out is engagement. You could set up a silly session in order to keep learners entertained and to stop them getting bored, but would it just be pointless by the end of the session when in fact all it was, was quite literally a bit of frivolous fun? Take blended learning for instance, the technique that offers a variety of content types. This not only keeps the learners more engaged, but also allows trainers to assess which techniques are most effective.

Neurochemical research has suggested that superior learning takes place when classroom experiences are enjoyable and relevant to students’ lives, interests, and experiences. Following on from this, many education theorists have proposed that students will retain what they learn when the learning is associated with strong positive emotion. You can’t really argue with that.

In summary, those who have fun at work and/or training, are more likely to achieve mental wellbeing than those who do not. Along with that, they are more motivated, and are more likely to work productively with their peers and think more innovatively. There you have it, the point of fun learning.