Evaluating a fun model

A group-based self-study

Bibliographic Data

ID21555724
AuthorsRachael Hains-Wesson (0000-0002-1549-4504, Royal Melbourne Institute of Technology), Rachael Lee Hains-Wesson (The University of Sydney, corresponding author), Borghild Brekke Hauglid (0009-0009-9421-7043, Høyskolen Kristiania), Anne-Marie Fannon (0000-0001-9482-1659, University of Waterloo)
Year2026
Pages1-17
Publication date2026-03-22
Open AccessYes
TypeARTICLE
VenueHigher Education Research & Development (JOURNAL)
Journal identifiersISSN: 0729-4360 • E-ISSN: 1469-8366
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/07294360.2026.2643246
OpenAlexW7140026293
LanguageEN
References cited33

Collaborative work in education research can significantly impact researchers’ sense of belonging, either enhancing or hindering it. Limited research explores the role of fun in fostering collaborative efforts that strengthen a sense of belonging. This study offers a novel perspective for educators to integrate fun into research practice to increase feelings of belonging by re-introducing an established Fun Model developed through a Theory of Change methodology. The authors re-introduce an established Fun Model to examine and critique its application and value through group-based self-study. The findings suggest that the Fun Model helped foster a safe, inclusive, and open environment, enhancing collaborative processes and outcomes. The study’s importance lies in its potential to address a critical gap in the literature by demonstrating how frameworks, such as the Fun Model, can cultivate positive research environments, promote inclusivity, and strengthen group dynamics, thereby contributing to education research practice

Feeling · Higher education · Perspective-taking · Artificial Intelligence in Games · Humor Studies and Applications · Media Influence and Health

Tools

Open DOI