A 91视频 professor created a new theoretical framework for understanding fun that builds on the 鈥渢hree types of fun鈥� often discussed in outdoor and adventure programming. (Credit Getty Images)
Contrary to popular belief, not all fun is created equal. New research from the University of Houston reveals certain types of fun, particularly those with outdoor adventure components, may offer greater social and emotional benefits for youth.
Bradley H. Smith, professor in the Department of Psychological, Health and Learning Sciences in UH鈥檚 College of Education, explores this idea in in the Journal of Outdoor and Environmental Education.
In it, Smith introduces a new theoretical framework for understanding fun: the 鈥淔our Types of Fun鈥� model. This builds on the 鈥渢hree types of fun鈥� often discussed in outdoor and adventure programming.
鈥淚 don鈥檛 think people take fun seriously enough,鈥� Smith said. 鈥淚t's a basic human need, and we're better off doing it.鈥�
Defining the Four Types of Fun
Until now, three categories of outdoor fun have only existed informally rather than defined in academic literature. Smith鈥檚 expanded framework formally defines the four types as:
- Type 1 (recreational fun): Low-effort, relaxing activities like lounging on a beach
- Type 2 (challenging fun): Outdoor activities that may not feel fun in the moment but are rewarding after, such as hiking or rock climbing
- Type 3 (adventure fun): High-adrenaline experiences such as rollercoasters or bungee jumping
- Type 4 (overindulgent fun): Enjoyable experiences that can become excessive, such as eating too much pizza and getting a stomachache later
Type 2 fun, the focus of Smith鈥檚 research, involves challenge, novelty and a small-group environment 鈥� all while being led by an adult mentor providing intellectual and emotional guidance.
The ideal Type 2 activity would be stimulating and slightly uncomfortable but not overwhelming, such as navigating a tough hike, running a marathon or skiing a difficult slope.
Why It Matters
Smith said he believes there is a broader cultural issue: society often undervalues fun, especially in work or learning settings. However, experiential learning opportunities that are purposeful and challenging can promote positive youth development and character building.
This may explain why outdoor education programs have been shown to outperform other popular youth programs like service learning, mentoring or social-emotional curricula, according to a .
Smith said he believes the four types of fun could be applied in more conventional environments, such as classrooms or even workplaces.
鈥淭o what extent can we try to cultivate Type 2 fun in schools? What if we really try to make learning fun and challenging?鈥� he said.
Looking ahead, Smith plans to continue his research by developing tools to measure the presence and impact of Type 2 fun in organizations, and surveying participants about their experiences.