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Journal articles on the topic 'Fun learning'

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1

White, Helen. "Make learning fun." Paediatric Nursing 11, no. 1 (1999): 24–25. http://dx.doi.org/10.7748/paed.11.1.24.s24.

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Hatcher, Teresa. "Learning is fun." Paediatric Nursing 2, no. 2 (1990): 10–12. http://dx.doi.org/10.7748/paed.2.2.10.s14.

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Arumugam, Nalini, Julina Munchar, Puspalata C. Suppiah, Sathiyaperba Subramaniam, and Maizura Mohd Noor. "Fun Learning Series." International Journal of Modern Languages And Applied Linguistics 2, no. 3 (2018): 5. http://dx.doi.org/10.24191/ijmal.v2i3.7634.

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The aim of this study was to develop an interactive learning tool using computer with a view to enhance preschoolers’ reading ability in English class. This study adopted an action research methodology addressing the call for more authentic materials for preschoolers to sensitise their curiosity by using authentic objects. This study consisted of two phases; in phase 1, a teacher taught preschoolers basic reading skill by introducing letters and words via printed worksheets while in phase 2, the preschoolers learned the same content via computer. Twelve preschoolers (7 girls and 5 boys) and tw
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Mallett, Katherine. "Making learning fun." Dental Nursing 20, no. 12 (2024): 620–22. https://doi.org/10.12968/denn.2024.20.12.620.

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EASTERN, JOSEPH S. "Making Learning Fun." Skin & Allergy News 40, no. 10 (2009): 41. http://dx.doi.org/10.1016/s0037-6337(09)70509-1.

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Mehta, Gyata, Varsha Mokhasi, and Swapnali Shamkuwar. "LEARNING EMBRYOLOGY: FUN OR FEAR? STUDENTS’ PERSPECTIVE." International Journal of Anatomy and Research 7, no. 4.2 (2019): 7127–31. http://dx.doi.org/10.16965/ijar.2019.319.

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Dejnega, Suzi. "Learning can be 'fun'." Nursing Standard 2, no. 50 (1988): 36–37. http://dx.doi.org/10.7748/ns.2.50.36.s59.

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Rhorer, Janet Holman. "Infuse Fun into Learning." Nurse Educator 25, no. 1 (2000): 13–15. http://dx.doi.org/10.1097/00006223-200001000-00011.

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Neal, Lisa, Diane Miller, and Ray Perez. "Online learning and fun." eLearn 2004, no. 9 (2004): 1. http://dx.doi.org/10.1145/1029480.1029482.

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Lambert, Michael P. "Fireside learning is fun." Performance & Instruction 21, no. 8 (2008): 24–25. http://dx.doi.org/10.1002/pfi.4170210813.

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Roberts, Elly. "Having fun with learning." Early Years Educator 24, no. 2 (2023): 42. http://dx.doi.org/10.12968/eyed.2023.24.2.42.

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Dewi Siani, Selfiana, and Budi Haryanto. "Implementation Of Fun Learning Method In BTQ Learning To Improve Student Learning Outcomes." Jurnal PAI Raden Fatah 6, no. 3 (2024): 790–802. https://doi.org/10.19109/pairf.v6i3.23010.

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This research examines the implementation of the fun learning method in BTQ learning to improve student learning outcomes. The Qu'an Reading and Writing subject is an important component in the school curriculum, and the quality of teaching can vary depending on various factors, including the school quality category. This research uses quantitative methods and involves ustad applying fun learning methods in learning the Al-Qur'an at MI Islamiyah Cangkringan Sukodono Sidoarjo. The research aims to evaluate and understand the practice of fun learning methods. This research also explores the perc
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Nurwidianing, Susan, Nana Hendracipta, and Reksa Adya Pribadi. "THE PROCESS OF DEVELOPING STUDENTS' LEARNING ACTIVITIES THROUGH THE APPLICATION OF FUN LEARNING METHOD AT AN-NUR SDI." PIONIR: JURNAL PENDIDIKAN 14, no. 1 (2025): 102. https://doi.org/10.22373/pjp.v14i1.27904.

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With the development of the increasingly advanced era, teachers are required to be able to create fun learning for students. Boredom in learning is a factor that inhibits learning for students. Learning using the fun learning method is a fun method for students, fun learning fosters enthusiasm for learning. SDI An-Nur innovates learning methods to be fun and not boring. The method used is a descriptive method with a qualitative approach. Data was collected through observation, interviews, and documentation. The purpose of this study was to prepare for the implementation of the fun learning met
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Farhan, Rakha Ryanki, Abas Mansur Tamam, and Ulil Amri Syafri. "Metode Fun Creative Learning dalam Pengajaran Pendidikan Agama Islam di Sekolah Dasar Islam Fase B." Al-Liqo: Jurnal Pendidikan Islam 7, no. 2 (2022): 142–58. http://dx.doi.org/10.46963/alliqo.v7i2.578.

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The Fun Creative Learning method is a fun learning strategy to create an effective learning environment, designed in such a way as to provide an atmosphere that is full of fun and most importantly not saturating and boring. The fun creative learning method is an easy way to educate early childhood because it suits their needs and stage of development. This research aims to find out the fin creative learning method applied at the 4th grade level of Islamic Elementary School between SDIT Al-Hidayah Bogor and SDIT SUIS (Sekolah Unggulan Islam) Bogor. As well as formulating a Fun Creative Learning
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Ismail, Safinah, Nor Musliza Mustafa, Syarul Azman Shaharuddin, Mardhiah Yahaya, and Khairul Syafiq Razali. "Learning Style Through Fun Al-Quran Digital Application (Fun Q)." Journal of Advanced Research in Computing and Applications 32, no. 1 (2024): 13–21. http://dx.doi.org/10.37934/arca.32.1.1321.

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The study aimed to explore the effectiveness of the digital application Fun Al-Quran (Fun Q) in facilitating the learning and memorization of the Quran. Using descriptive and observational analysis methods, the research identified various learning styles applied in the application, mainly categorized into visual, auditory, reading and kinesthetic (VARK) modalities. The findings reveal that the Fun Q app incorporates different learning styles across its various features. For example, the storytelling section of the app emphasizes visual and auditory elements to effectively engage users. The rot
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Ong, Lee-Loon, Ah-Choo Koo, Yi-Fei Tan, Wooi-Nee Tan, and Forest Yan-Peng Lim. "SymmeGuess: Fun beyond Symmetry Learning." International Journal on Advanced Science, Engineering and Information Technology 2, no. 6 (2012): 468. http://dx.doi.org/10.18517/ijaseit.2.6.246.

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Chopra, Vinita. "Fun Learning – Expediencies “My Experimentation”." Literacy Information and Computer Education Journal 9, no. 4 (2018): 3046–49. http://dx.doi.org/10.20533/licej.2040.2589.2018.0399.

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Terzieva, Margarita. "I HAVE FUN WHILE LEARNING." Education and Technologies Journal 15, no. 1 (2024): 168–70. http://dx.doi.org/10.26883/2010.241.5961.

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The paper presents a theoretical model for the perception of linguistic and literary knowledge by means of game activity. Students are directed to follow a plot that describes the adventures of their peers engaged in solving detective mysteries. Each task is a kind of test of their thought and encourages them to work in a team, to carry out investigative activities. It is concluded that fun game and game-like forms of work are preferred by young students because they break the monotony of the learning process and cause positive emotions during their implementation. This requires teachers to re
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Pettus, Alvin M., and Myron E. Blosser. "Fun with Learning and Recall." Science Activities: Classroom Projects and Curriculum Ideas 38, no. 4 (2002): 10–14. http://dx.doi.org/10.1080/00368120209603626.

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Laaksonen, Hannele, and Satu Hietala. "Learning from Fun Leadership Experiences." Athens Journal of Social Sciences 10, no. 1 (2022): 9–24. http://dx.doi.org/10.30958/ajss.10-1-1.

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The low appeal of nursing is currently a challenge in Finland and many other countries. Retaining factors that would keep nurses within the field have been discussed, as have attracting factors that would draw new workers to the field. Finnish discourse often focuses on the heaviness of nursing, shift work, bad leadership and low work wellbeing. The last can be influenced by many things, such as the use of humor. Workplaces can learn to use positive humor, which raises spirits and increases a sense of community. The purpose of this study was to survey fun workplace experiences in the social an
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Khalilova, Sitora. "Fun ways in Learning English." Software Engineering and Applied Sciences 1, no. 4 (2025): 61–68. https://doi.org/10.5281/zenodo.15177289.

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<strong>Abstract </strong><strong>: </strong>Learning English might seem complex. Even in academic settings, students often encounter challenges when trying to grasp the language. Educators, acting as guides, need to be innovative in selecting the most effective teaching approaches. Utilizing learning methods that lack excitement or are deemed dull doesn't enhance students' English proficiency, instead, it can lead to boredom and a lack of motivation. The key for students is to find joy in every aspect of the learning journey, turning it into an enjoyable experience. This approach fosters a re
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22

Tews, Michael J., John W. Michel, and Raymond A. Noe. "Does fun promote learning? The relationship between fun in the workplace and informal learning." Journal of Vocational Behavior 98 (February 2017): 46–55. http://dx.doi.org/10.1016/j.jvb.2016.09.006.

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23

Helmefalk, Miralem, and Andreas Aldogan Eklund. "Fun and Function?" Journal of Interdisciplinary Studies in Education 7, no. 1 (2018): 1–18. http://dx.doi.org/10.32674/jise.v7i1.1057.

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This study examines how components of experiential learning styles influence hedonic and utilitarian values of classrooms in higher education. These values are argued to impact on emotions and learning outcomes. A survey was employed with university students in different universities. Findings show concrete experience has a positive impact on both hedonic and utilitarian values. These findings emphasize that those students that score higher on the concrete experience scale tend to consider classrooms as more important in terms of their utilitarian and hedonic values. These students are suggest
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Aziza, Kulmamatova. "HOW USING REALIA CAN HELP MAKE LEARNING FUN ACTIVITY." European International Journal of Philological Sciences 4, no. 6 (2024): 16–18. http://dx.doi.org/10.55640/eijps-04-06-04.

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This article explores the use of realia, or real-life objects, as a tool to make learning a fun and engaging activity. By incorporating realia into educational activities, educators can create immersive learning experiences that captivate students' interest and deepen their understanding of the subject matter. From tangible learning to multi-sensory experiences and cultural understanding, realia offers numerous benefits that enhance the learning process. Drawing on research and practical examples, this article highlights the effectiveness of using realia in education and provides insights into
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Jannah, Miftahul, Devi Rosvianto, and Gusmaneli Gusmaneli. "Meningkatkan Kemampuan Akademik Peserta Didik melalui Penerapan Strategi Pembelajaran Fun Learning pada Mata Pelajaran PAI." Faidatuna 5, no. 2 (2024): 89–98. https://doi.org/10.53958/ft.v5i2.488.

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This article discusses the application of Fun Learning strategies in Islamic Religious Education subjects with the aim of improving students' academic abilities. Fun Learning strategy is an approach that emphasizes a fun and interactive learning atmosphere. Through the literature method, this article analyzes the concept and characteristics of the Fun Learning strategy and its benefits for students in Islamic Education subjects. The results show that the application of Fun Learning strategies can increase interest, motivation, concentration, and understanding of the material, as well as develo
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26

Alfi, Hidayati, and Dharin Abu. "The Importance of Active, Innovative, Creative, Effective, and Fun Learning Applications On Natural Science Subject At Islamic Elementary School." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 06, no. 09 (2023): 4425–35. https://doi.org/10.5281/zenodo.8375560.

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The active, innovative, creative, effective, and fun learning applications (PAIKEM) learning model comes from the concept that learning should be child-centered and should be fun therefore students are motivated to continue learning on their own without orders and also students do not feel burdened or afraid. For this reason, the pleasurable learning part becomes one of the important aspects of learning. Especially in science learning activities where teachers still use conventional methods, whereas the material in science learning is very interesting to learn when using fun learning. PAIKEM i
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27

Turner, Kathryn. "Strategizing for Fun and Learning: The Fun and Challenge of Chess." Imagine 5, no. 1 (1997): 20. http://dx.doi.org/10.1353/imag.2003.0203.

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Bisson, Christian, and John Luckner. "Fun in Learning: The Pedagogical Role of Fun in Adventure Education." Journal of Experiential Education 19, no. 2 (1996): 108–12. http://dx.doi.org/10.1177/105382599601900208.

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Luoh, Hsiang-Fei, Sheng-Hshiung Tsaur, and Pei-Chun Lo. "Cooking for fun: The sources of fun in cooking learning tourism." Journal of Destination Marketing & Management 17 (September 2020): 100442. http://dx.doi.org/10.1016/j.jdmm.2020.100442.

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Taufiqurohman, Taufiqurohman, Juntika Nurihsan, and Yeni Rachmawati. "Analysis of Factors that Influence Students' Enjoyable Learning in Class: A Literature Review." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 14, no. 1 (2022): 513–28. http://dx.doi.org/10.37680/qalamuna.v14i1.4360.

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This educational approach to 21st-century teaching emphasizes a fun learning approach because it can influence students to improve the quality of their learning. Fun learning can be carried out because of the factors that influence the creation of fun learning so that students can receive stimulus from a fun learning approach and enjoy learning in the classroom in a happy and prosperous state. This research aims to comprehensively analyze the relationship between teacher creativity in presenting material, positive classroom atmosphere, and the use of technology in the learning context. The met
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Zulmaulida, Rahmy, Khairiani Idris, Nurul Akmal, Fauziana Fauziana, Mutia Sari, and Erlidawati Erlidawati. "Fun learning Matematika: Pendampingan Guru Matematika untuk Menciptakan Pembelajaran Menyenangkan." E-Dimas: Jurnal Pengabdian kepada Masyarakat 15, no. 3 (2024): 627–35. https://doi.org/10.26877/e-dimas.v15i3.18451.

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Kemampuan menciptakan suasana pembelajaran yang menyenangkan sangat penting untuk meningkatkan minat peserta didik dalam belajar matematika. Salah satu alternatif pembelajaran yang dapat digunakan adalah fun learning. Artikel ini mendeskripsikan kegiatan pengabdian kepada masyarakat yang dilakukan oleh tim FTIK IAIN Lhokseumawe pada guru di Madrasah Ibtidaiyah Terpadu (MIT) Al-Muslimun, Aceh Utara dalam menerapkan fun learning dalam pelajaran matematika, yaitu pada materi operasi penjumlahan dan pengurangan bilangan bulat dengan metode permainan maju-mundur. Kegiatan dilakukan dengan metode pa
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Sanezi, Matteo. "Applying the Fun Fact Approach for Active Learning." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 9, no. 1 (2025): 104–16. https://doi.org/10.21603/2542-1840-2025-9-1-104-116.

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Social constructivism, introduced by Lev Vygotsky in 1968, has significantly impacted the pedagogical community. It fosters the belief that learning is a collaborative process between students and teachers. While this holds true, simply stating the end goal of education does not guarantee that the path is fully paved. Numerous factors can present obstacles to the complete realization of a student’s potential. Today gamification has become a fundamental aspect of the globalized classroom as a tool to achieve this. The Fun Fact approach (FFA) is an innovative side of gamification, which can be u
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Dos Santos Oliveira, Valdineli, Juliana De Oliveira Azevedo Silva, Márcia Cristiane Florencio dos Santos, and Josivânia Maria da Silva Siqueira. "BEYOND FUN." Revista Gênero e Interdisciplinaridade 4, no. 04 (2023): 645–60. http://dx.doi.org/10.51249/gei.v4i04.1551.

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“Games have the potential to stimulate human improvement, the playful environment is appealing, and it can be incorporated into the educational context. The aim of the study was to highlight how games can impact social interaction within a school structure. In order to achieve this, it was necessary to: a) identify how games can be used as an educational tool; b) explain how the educational environment can become more attractive when games are present, aiming to understand the mechanisms through which the use of games can positively affect students’ motivation and the quality of the learning e
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Taheri, Morteza, Sharareh Motealleh, and Jalil Younesi. "Workplace fun and informal learning: the mediating role of motivation to learn, learning opportunities and management support." Journal of Workplace Learning 34, no. 3 (2021): 229–41. http://dx.doi.org/10.1108/jwl-05-2021-0062.

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Purpose Past research shows that workplace fun has a positive effect on informal learning, however, the role of individual and organizational mediating variables in this relation has not been studied much. This study aims to examine the role of management support, motivation to learn and learning opportunity in the relationship between workplace fun and informal learning. Design/methodology/approach In this multivariate correlation study, data were collected through questionnaires. In total, 200 employees of the petrochemical industry participated. Partial least squares structural equation mod
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Samura, Asri Ode, and Dadang Juandi. "Application of the PAKEM learning model to improve student learning outcomes in mathematics." Journal of Didactic Mathematics 3, no. 1 (2022): 17–27. http://dx.doi.org/10.34007/jdm.v3i1.1285.

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This study examines the improvement of student learning outcomes using the Active, Creative, Effective, and Fun learning model. The application of the Active, Creative, Effective, and Fun learning model is closely related to other learning models. Active, Creative, Effective, and Fun learning models are helpful and can create meaningful learning. The research method used is classroom action research (CAR). This CAR research was conducted in two cycles. The research sample amounted to 22 people who were not taken at random. The data was obtained by using tests, namely the initial test, the firs
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Basuki, Slamet. "Model Penugasan Belajar di Rumah Yang Menyenangkan Bagi Siswa di Masa Pandemi Covid 19." JURNAL PENDIDIKAN DASAR NUSANTARA 6, no. 1 (2020): 199–210. http://dx.doi.org/10.29407/jpdn.v6i1.14754.

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A FUN HOME STUDY ASSIGNMENT MODEL FOR STUDENTS DURING THE COVID 19 PANDEMIC&#x0D; Abstract: This Fun Learning Home Assignment Model Article for Students in the Covid Pandemic Period 19 is an article that contains ideas derived from the author's experience in distance learning during the covid pandemic 19. The purpose of this article is; 1. Provide teachers with creative ideas (ideas) about learning assignments at home that are fun for students in the Covid 19 pandemic; 2. Explain a fun assignment model for students in the covid pandemic 19; 3. The teacher can carry out creative and fun learnin
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Silbey, Robyn. "Learning can be fun for adults." Teaching Children Mathematics 17, no. 7 (2011): 388–89. http://dx.doi.org/10.5951/teacchilmath.17.7.0388.

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A key to being an effective math coach is ensuring that teachers have a reason to learn something new. The professional development must be relevant to their work and of value to the participants. How can you deliver professional development that educates and motivates?
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Yuli Choirul Umah. "Fun English language learning for Kids." EDUTEC : Journal of Education And Technology 2, no. 2 (2019): 32–37. http://dx.doi.org/10.29062/edu.v2i2.28.

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Currently, the English language introduction in elementary school, where subjects are not too needed for children, but for the author himself has a different opinion. For English writers need to be introduced to children. The introduction of English for children is certainly in a way that is different from secondary school children, such as JUNIOR and HIGH school. The introduction of English for children with the intent of not burdensome, does not make the child bored, packaged in the form of play while studying, or even the sense of not learning but play that gives them English skills. Singin
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Hanifah, Umi. "Fun Arabic Learning through Songs Media." Tanwir Arabiyyah: Arabic As Foreign Language Journal 1, no. 2 (2021): 73–82. http://dx.doi.org/10.31869/aflj.v1i2.2873.

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In this study, the authors focused on learning Arabic through songs media. The research method in this study is descriptive using a qualitative approach. Through studies from various sources in the form of books, journals, research reports, and the phenomenon of Arabic learning in Indonesia, the author describes how the concept of songs as a medium of Arabic learning and how the implementation of songs media in Arabic learning as an effort to improve the quality of Arabic learning. The conclusion of this study is that the song is an appropriate medium of Arabic learning in arousing students' i
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Sprengel, Ann D. "Learning Can Be Fun with Gaming." Journal of Nursing Education 33, no. 4 (1994): 151–52. http://dx.doi.org/10.3928/0148-4834-19940401-06.

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Bright, George W., and John G. Harvey. "Learning and Fun with Geometry Games." Arithmetic Teacher 35, no. 8 (1988): 22–26. http://dx.doi.org/10.5951/at.35.8.0022.

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Much of the geometry taught in elementary school deal with measurement and with the properties of polygons and solids. Most of this content can be included in instructional games similar to those illustrated in this article.
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Baker, Lynne M. "Fun and Games: Connecting for learning." International Journal of Disability, Development and Education 59, no. 1 (2012): 119–23. http://dx.doi.org/10.1080/1034912x.2012.654975.

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Klepinger, Brian W. "Knoware Makes Personal Computer Learning Fun!" Computers in Human Services 1, no. 1 (1985): 133–36. http://dx.doi.org/10.1300/j407v01n01_09.

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Zardetto-Smith, Andrea M., Keli Mu, Cynthia L. Phelps, Lynne E. Houtz, and Charlotte B. Royeen. "Brains Rule! Fun = Learning = Neuroscience Literacy." Neuroscientist 8, no. 5 (2002): 396–404. http://dx.doi.org/10.1177/107385802236965.

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Refmidawati. "Virtual Reality Media for Fun Learning." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 2, no. 4 (2023): 544–47. http://dx.doi.org/10.56778/jdlde.v2i4.79.

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Organizations can support and enhance knowledge management methods with the use of technologies. To begin with, it will be simpler to define the terms augmented and virtual reality to comprehend them better. Knowledge management processes can be enhanced and supported by enterprises through the use of artificial intelligence technologies. The study aims to elucidate the present trend in science education involving artificial intelligence and augmented reality. A review of the most recent techniques is carried out by following the recommended reporting items for reviews and meta-analyses (PRISM
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46

Neville, Sarah. "Learning for fun in the garden." Child Care 13, no. 8 (2016): 10–11. http://dx.doi.org/10.12968/chca.2016.13.8.10.

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Youseffi, Fatemeh, Robin Caldwell, Pam Hadnot, and Barbara J. Blake. "Recall Rummy: Learning Can be Fun." Journal of Continuing Education in Nursing 31, no. 4 (2000): 161–62. http://dx.doi.org/10.3928/0022-0124-20000701-07.

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Calliari, Donna. "Using Games to Make Learning Fun." Rehabilitation Nursing 16, no. 3 (1991): 154–55. http://dx.doi.org/10.1002/j.2048-7940.1991.tb01202.x.

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Sykes, Tom. "Learning Music for Fun, Not Credit." IASPM Journal 13, no. 1 (2023): 99–121. http://dx.doi.org/10.5429/2079-3871(2023)v13i1.6en.

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This article is a critical reflection of a small, practice-based project involving a university big band. Music was written specially for the project by the author, who is the band director, and this big band is an extra-curricular ensemble made up of both students and musicians from the local community. The project uses an Artistic Research approach, in which insights are gained through the practice and for which the artistic artefacts (in this case two pieces of music) form a significant part of the research. After the performances some of the band members were interviewed about their experi
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Anisyah, Ratih Khori, Akmal Rizki Gumawan Hasibuan, Acep Mulyadi, and Abdul Ghofur. "ARAB FUN LEARNING MELALUI MEDIA INTERAKTIF." Al-Ihsan: Journal of Community Development in Islamic Studies 4, no. 1 (2025): 65–75. https://doi.org/10.33558/alihsan.v4i1.11159.

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The Community Service Program (KKN) aims to improve Arabic language learning for children in East Ciranji Village, Ragemanunggal Village. This activity utilizes various interactive media to create an interesting and effective learning atmosphere. The implementation method consists of preparation, program socialization, delivery of material, and evaluation. Learning materials are focused on mastering Arabic vocabulary with a fun approach, such as games and interactive videos. Evaluation is carried out to determine the effectiveness of learning and provide constructive feedback. It is hoped that
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